PMID- 37675857 OWN - NLM STAT- Publisher LR - 20230927 IS - 1467-7687 (Electronic) IS - 1363-755X (Linking) DP - 2023 Sep 7 TI - Neurocognitive mechanisms of co-occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing. PG - e13443 LID - 10.1111/desc.13443 [doi] AB - Children with dyslexia frequently also struggle with math. However, studies of reading disability (RD) rarely assess math skill, and the neurocognitive mechanisms underlying co-occurring reading and math disability (RD+MD) are not clear. The current study aimed to identify behavioral and neurocognitive factors associated with co-occurring MD among 86 children with RD. Within this sample, 43% had co-occurring RD+MD and 22% demonstrated a possible vulnerability in math, while 35% had no math difficulties (RD-Only). We investigated whether RD-Only and RD+MD students differed behaviorally in their phonological awareness, reading skills, or executive functions, as well as in the brain mechanisms underlying word reading and visuospatial working memory using functional magnetic resonance imaging (fMRI). The RD+MD group did not differ from RD-Only on behavioral or brain measures of phonological awareness related to speech or print. However, the RD+MD group demonstrated significantly worse working memory and processing speed performance than the RD-Only group. The RD+MD group also exhibited reduced brain activations for visuospatial working memory relative to RD-Only. Exploratory brain-behavior correlations along a broad spectrum of math ability revealed that stronger math skills were associated with greater activation in bilateral visual cortex. These converging neuro-behavioral findings suggest that poor executive functions in general, including differences in visuospatial working memory, are specifically associated with co-occurring MD in the context of RD. RESEARCH HIGHLIGHTS: Children with reading disabilities (RD) frequently have a co-occurring math disability (MD), but the mechanisms behind this high comorbidity are not well understood. We examined differences in phonological awareness, reading skills, and executive function between children with RD only versus co-occurring RD+MD using behavioral and fMRI measures. Children with RD only versus RD+MD did not differ in their phonological processing, either behaviorally or in the brain. RD+MD was associated with additional behavioral difficulties in working memory, and reduced visual cortex activation during a visuospatial working memory task. CI - © 2023 The Authors. Developmental Science published by John Wiley & Sons Ltd. FAU - Marks, Rebecca A AU - Marks RA AUID- ORCID: 0000-0001-8691-2542 AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA. FAU - Pollack, Courtney AU - Pollack C AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. FAU - Meisler, Steven L AU - Meisler SL AUID- ORCID: 0000-0002-8888-1572 AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - Program in Speech and Hearing Bioscience and Technology, Harvard University, Cambridge, Massachusetts, USA. FAU - D'Mello, Anila M AU - D'Mello AM AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - Department of Psychiatry, University of Texas Southwestern Medical Center, Dallas, Texas, USA. AD - Peter O'Donnell Jr. Brain Institute, University of Texas Southwestern Medical Center, Dallas, Texas, USA. AD - Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA. FAU - Centanni, Tracy M AU - Centanni TM AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - Department of Psychology, Texas Christian University, Fort Worth, Texas, USA. FAU - Romeo, Rachel R AU - Romeo RR AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - Department of Human Development and Quantitative Methodology, University of Maryland College Park, College Park, Maryland, USA. FAU - Wade, Karolina AU - Wade K AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. FAU - Matejko, Anna A AU - Matejko AA AD - Department of Psychology, University of Western Ontario, London, Ontario, Canada. AD - Brain and Mind Institute, University of Western Ontario, London, Ontario, Canada. AD - Department of Psychology, Durham University, Durham, UK. FAU - Ansari, Daniel AU - Ansari D AD - Department of Psychology, University of Western Ontario, London, Ontario, Canada. AD - Brain and Mind Institute, University of Western Ontario, London, Ontario, Canada. FAU - Gabrieli, John D E AU - Gabrieli JDE AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA. LA - eng GR - NH/NIH HHS/United States GR - NH/NIH HHS/United States PT - Journal Article DEP - 20230907 PL - England TA - Dev Sci JT - Developmental science JID - 9814574 SB - IM OTO - NOTNLM OT - executive function OT - learning disabilities OT - math OT - reading OT - visuospatial processing OT - working memory EDAT- 2023/09/07 12:41 MHDA- 2023/09/07 12:41 CRDT- 2023/09/07 07:03 PHST- 2023/08/02 00:00 [revised] PHST- 2023/03/15 00:00 [received] PHST- 2023/08/14 00:00 [accepted] PHST- 2023/09/07 12:41 [pubmed] PHST- 2023/09/07 12:41 [medline] PHST- 2023/09/07 07:03 [entrez] AID - 10.1111/desc.13443 [doi] PST - aheadofprint SO - Dev Sci. 2023 Sep 7:e13443. doi: 10.1111/desc.13443. PMID- 36406629 OWN - NLM STAT- PubMed-not-MEDLINE LR - 20230202 IS - 0922-4777 (Print) IS - 1573-0905 (Electronic) IS - 0922-4777 (Linking) VI - 36 IP - 2 DP - 2023 TI - Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19. PG - 401-428 LID - 10.1007/s11145-022-10361-8 [doi] AB - Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16-18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020-2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF). Path analyses revealed that students' Time 2 oral reading scores were significantly and uniquely predicted by socioemotional resilience, even when controlling for word-level reading at Time 1. Socioemotional risk, EF, and perceived COVID-19 impact were not directly related to Time 2 oral reading scores; however, students' resilience mediated the associations between risk and reading outcomes. These results demonstrate that adolescents' mental health concerns, self-regulatory ability, and socioemotional resilience were all associated with their experiences of the COVID-19-related stress. However, despite the high-risk context of the pandemic, and socio-emotional challenges faced by students with LBLD, our findings indicate that resilience directly predicts end-of-year reading outcomes and mediates the impact of socioemotional risk on achievement. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s11145-022-10361-8. CI - © The Author(s) 2022. FAU - Marks, Rebecca A AU - Marks RA AUID- ORCID: 0000-0001-8691-2542 AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, 36 First Avenue, Boston, MA 02129 USA. GRID: grid.429502.8. ISNI: 0000 0000 9955 1726 FAU - Norton, Rachel T AU - Norton RT AUID- ORCID: 0000-0002-9847-6626 AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, 36 First Avenue, Boston, MA 02129 USA. GRID: grid.429502.8. ISNI: 0000 0000 9955 1726 FAU - Mesite, Laura AU - Mesite L AUID- ORCID: 0000-0003-2103-2100 AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, 36 First Avenue, Boston, MA 02129 USA. GRID: grid.429502.8. ISNI: 0000 0000 9955 1726 FAU - Fox, Annie B AU - Fox AB AUID- ORCID: 0000-0002-4776-1873 AD - School of Healthcare Leadership, MGH Institute of Health Professions, 36 First Avenue, Boston, MA 02129 USA. GRID: grid.429502.8. ISNI: 0000 0000 9955 1726 FAU - Christodoulou, Joanna A AU - Christodoulou JA AUID- ORCID: 0000-0001-8167-8021 AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, 36 First Avenue, Boston, MA 02129 USA. GRID: grid.429502.8. ISNI: 0000 0000 9955 1726 LA - eng PT - Journal Article DEP - 20221111 PL - Netherlands TA - Read Writ JT - Reading and writing JID - 9001482 PMC - PMC9649401 OTO - NOTNLM OT - COVID-19 OT - LBLD OT - Learning disabilities OT - Reading OT - Resilience OT - Socio-emotional skills COIS- Conflict of interestThe authors declare that they no conflict of interest to disclose. EDAT- 2022/11/22 06:00 MHDA- 2022/11/22 06:01 CRDT- 2022/11/21 04:19 PHST- 2022/09/11 00:00 [accepted] PHST- 2022/11/22 06:00 [pubmed] PHST- 2022/11/22 06:01 [medline] PHST- 2022/11/21 04:19 [entrez] AID - 10361 [pii] AID - 10.1007/s11145-022-10361-8 [doi] PST - ppublish SO - Read Writ. 2023;36(2):401-428. doi: 10.1007/s11145-022-10361-8. Epub 2022 Nov 11. PMID- 36401889 OWN - NLM STAT- MEDLINE DCOM- 20221220 LR - 20230302 IS - 1878-9307 (Electronic) IS - 1878-9293 (Print) IS - 1878-9293 (Linking) VI - 58 DP - 2022 Dec TI - Socioeconomic dissociations in the neural and cognitive bases of reading disorders. PG - 101175 LID - S1878-9293(22)00118-9 [pii] LID - 10.1016/j.dcn.2022.101175 [doi] LID - 101175 AB - Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD) such as dyslexia, the most prevalent learning disability. SES-diverse 6-9-year-old children (n = 155, half with RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging phonological and orthographic processing, which revealed corresponding double-dissociations in neurocognitive deficits. At the higher end of the SES spectrum, RD was most strongly explained by differences in phonological skill and corresponding activation in left inferior frontal and temporoparietal regions during phonological processing-widely considered the "core deficit" of RD. However, at the lower end of the SES spectrum, RD was most strongly explained by differences in rapid naming skills and corresponding activation in left temporoparietal and fusiform regions during orthographic processing. Findings indicate that children's early environments systematically moderate the neurocognitive systems underlying RD, which has implications for assessment and treatment approaches to reduce SES disparities in RD outcomes. Further, results suggest that reliance on high-SES convenience samples may mask critical heterogeneity in the foundations of both typical and disordered reading development. CI - Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved. FAU - Romeo, Rachel R AU - Romeo RR AD - Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, United States; Massachusetts Institute of Technology, McGovern Institute for Brain Research, United States; University of Maryland College Park, Department of Human Development and Quantitative Methodology, United States. Electronic address: romeo@umd.edu. FAU - Perrachione, Tyler K AU - Perrachione TK AD - Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, United States; Massachusetts Institute of Technology, McGovern Institute for Brain Research, United States; Boston University, Department of Speech, Language, and Hearing Sciences, United States. FAU - Olson, Halie A AU - Olson HA AD - Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, United States; Massachusetts Institute of Technology, McGovern Institute for Brain Research, United States. FAU - Halverson, Kelly K AU - Halverson KK AD - Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, United States; Massachusetts Institute of Technology, McGovern Institute for Brain Research, United States. FAU - Gabrieli, John D E AU - Gabrieli JDE AD - Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, United States; Massachusetts Institute of Technology, McGovern Institute for Brain Research, United States; MIT Integrated Learning Initiative, United States. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - Massachusetts Institute of Technology, McGovern Institute for Brain Research, United States; MGH Institute of Health Professions, United States. LA - eng GR - R00 HD103873/HD/NICHD NIH HHS/United States GR - R15 HD102881/HD/NICHD NIH HHS/United States PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't DEP - 20221115 PL - Netherlands TA - Dev Cogn Neurosci JT - Developmental cognitive neuroscience JID - 101541838 SB - IM MH - Child MH - Humans MH - *Dyslexia MH - Magnetic Resonance Imaging MH - Social Class MH - Cognition MH - Phonetics PMC - PMC9674867 OTO - NOTNLM OT - Dyslexia OT - FMRI OT - Orthographic processing OT - Phonological processing OT - Reading disorders OT - Socioeconomic status COIS- Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. EDAT- 2022/11/20 06:00 MHDA- 2022/12/21 06:00 CRDT- 2022/11/19 18:13 PHST- 2022/04/26 00:00 [received] PHST- 2022/09/20 00:00 [revised] PHST- 2022/11/14 00:00 [accepted] PHST- 2022/11/20 06:00 [pubmed] PHST- 2022/12/21 06:00 [medline] PHST- 2022/11/19 18:13 [entrez] AID - S1878-9293(22)00118-9 [pii] AID - 101175 [pii] AID - 10.1016/j.dcn.2022.101175 [doi] PST - ppublish SO - Dev Cogn Neurosci. 2022 Dec;58:101175. doi: 10.1016/j.dcn.2022.101175. Epub 2022 Nov 15. PMID- 35868867 OWN - NLM STAT- MEDLINE DCOM- 20221024 LR - 20221214 IS - 1534-8687 (Electronic) IS - 1520-3247 (Print) IS - 1520-3247 (Linking) VI - 2022 IP - 183-184 DP - 2022 Jul TI - Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates. PG - 57-70 LID - 10.1002/cad.20475 [doi] AB - In this chapter, we examine reading outcomes and socioeconomic status (SES) using a developmental cognitive and educational neuroscience perspective. Our focus is on reading achievement and intervention outcomes for students from lower SES backgrounds who struggle with reading. Socioeconomic disadvantage is a specific type of vulnerability students experience, which is often narrowly defined based on parental income, education level, and/or occupational prestige. However, implications of socioeconomic status extend broadly to a suite of areas relevant for reading outcomes including a student's access to resources, experiences, language exposure, academic outcomes, and psychological correlates. Underlying this constellation of factors are brain systems supporting the processing of oral and written language as well as stress-related factors. We review the implications of SES and reading achievement, and their intersectionality, for the science and practice of reading instruction. CI - © 2022 Wiley Periodicals LLC. FAU - Romeo, Rachel R AU - Romeo RR AUID- ORCID: 0000-0002-0315-4385 AD - Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA. FAU - Uchida, Lili AU - Uchida L AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA. FAU - Christodoulou, Joanna A AU - Christodoulou JA AUID- ORCID: 0000-0001-8167-8021 AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA. LA - eng GR - R00 HD103873/HD/NICHD NIH HHS/United States GR - R15 HD102881/HD/NICHD NIH HHS/United States PT - Journal Article PT - Review DEP - 20220722 PL - United States TA - New Dir Child Adolesc Dev JT - New directions for child and adolescent development JID - 100886823 SB - IM MH - Humans MH - *Reading MH - *Social Class MH - Language MH - Educational Status MH - Brain MH - Socioeconomic Factors PMC - PMC9588575 MID - NIHMS1826606 OTO - NOTNLM OT - cognitive neuroscience OT - reading OT - reading instruction OT - reading intervention OT - socioeconomic status COIS- CONFLICT OF INTEREST We have no known conflict of interest to disclose. EDAT- 2022/07/23 06:00 MHDA- 2022/10/25 06:00 CRDT- 2022/07/22 21:52 PHST- 2022/07/23 06:00 [pubmed] PHST- 2022/10/25 06:00 [medline] PHST- 2022/07/22 21:52 [entrez] AID - 10.1002/cad.20475 [doi] PST - ppublish SO - New Dir Child Adolesc Dev. 2022 Jul;2022(183-184):57-70. doi: 10.1002/cad.20475. Epub 2022 Jul 22. PMID- 35661478 OWN - NLM STAT- MEDLINE DCOM- 20220628 LR - 20220926 IS - 1973-8102 (Electronic) IS - 0010-9452 (Linking) VI - 153 DP - 2022 Aug TI - Dissociating executive function and ADHD influences on reading ability in children with dyslexia. PG - 126-142 LID - S0010-9452(22)00124-1 [pii] LID - 10.1016/j.cortex.2022.03.025 [doi] AB - Developmental dyslexia (DD) and attention-deficit/hyperactivity disorder (ADHD) are two of the most common neurodevelopmental disorders among school-age children. These disorders frequently co-occur, with up to 40-50% of children with one diagnosis meeting criteria for the other, and similar percentages of children with either DD or ADHD exhibiting impaired executive functions (EF). Although both ADHD and EF deficits are common in dyslexia, there is little evidence about how ADHD and EF deficits specifically influence the brain basis of reading difficulty in dyslexia, and whether the influences of ADHD and EF on dyslexia can be disentangled. The goal of the current study was to investigate, at both behavioral and brain levels, whether reading performance in individuals with dyslexia is more strongly associated with EF or with diagnostic status of comorbid ADHD. We examined reading abilities and EF in children (8-13 years old) with typical reading ability, DD only, or both DD + ADHD. Across both groups with dyslexia, impaired EF was associated with greater impairment on measures loading onto a reading fluency, but not a reading accuracy, factor. There were no significant differences between the DD and DD + ADHD groups on measures of reading fluency or reading accuracy. During functional magnetic resonance imaging (fMRI) while performing a rhyme-matching reading task requiring phonological awareness, typically developing readers showed greater left-hemisphere reading network activation than children with DD or DD + ADHD. Children with DD and DD + ADHD did not show differential activation, but DD children with unimpaired EF showed greater activation than those with impaired EF in reading-related areas. Thus, ADHD status alone had no measurable influence on reading performance or brain activation. Impaired EF in dyslexia, independent of ADHD status, was associated with greater deficits in reading fluency and greater reductions of activation in response to print in the typical left-hemisphere reading network. CI - Copyright © 2022 The Author(s). Published by Elsevier Ltd.. All rights reserved. FAU - Al Dahhan, Noor Z AU - Al Dahhan NZ AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA; MGH Institute of Health Professions, Massachussetts Institute of Technology, USA. FAU - Halverson, Kelly AU - Halverson K AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA; University of Houston, Massachussetts Institute of Technology, USA. FAU - Peek, Carrie P AU - Peek CP AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA; Boston Children's Hospital, Massachussetts Institute of Technology, USA. FAU - Wilmot, Dayna AU - Wilmot D AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA. FAU - D'Mello, Anila AU - D'Mello A AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA. FAU - Romeo, Rachel R AU - Romeo RR AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA. FAU - Meegoda, Olivia AU - Meegoda O AD - MGH Institute of Health Professions, Massachussetts Institute of Technology, USA. FAU - Imhof, Andrea AU - Imhof A AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA; MGH Institute of Health Professions, Massachussetts Institute of Technology, USA. FAU - Wade, Karolina AU - Wade K AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA. FAU - Sridhar, Anissa AU - Sridhar A AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA. FAU - Falke, Eric AU - Falke E AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA; The Carroll School, Massachussetts Institute of Technology, USA. FAU - Centanni, Tracy M AU - Centanni TM AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA; Texas Christian University, Massachussetts Institute of Technology, USA. FAU - Gabrieli, John D E AU - Gabrieli JDE AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - McGovern Institute for Brain Research & Department of Brain and Cognitive Sciences, Massachussetts Institute of Technology, USA; MGH Institute of Health Professions, Massachussetts Institute of Technology, USA. Electronic address: jchristodoulou@mghihp.edu. LA - eng GR - S10 OD021569/OD/NIH HHS/United States PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't PT - Research Support, U.S. Gov't, Non-P.H.S. DEP - 20220506 PL - Italy TA - Cortex JT - Cortex; a journal devoted to the study of the nervous system and behavior JID - 0100725 SB - IM MH - Adolescent MH - *Attention Deficit Disorder with Hyperactivity MH - Brain/diagnostic imaging MH - Child MH - Cognition/physiology MH - *Dyslexia MH - Executive Function MH - Humans OTO - NOTNLM OT - ADHD OT - Comorbid dyslexia/ADHD OT - Dyslexia OT - Executive function OT - Reading OT - fMRI COIS- Declaration of competing interest The authors declare no conflicts of interest. EDAT- 2022/06/07 06:00 MHDA- 2022/06/29 06:00 CRDT- 2022/06/06 12:36 PHST- 2021/06/21 00:00 [received] PHST- 2022/01/24 00:00 [revised] PHST- 2022/03/04 00:00 [accepted] PHST- 2022/06/07 06:00 [pubmed] PHST- 2022/06/29 06:00 [medline] PHST- 2022/06/06 12:36 [entrez] AID - S0010-9452(22)00124-1 [pii] AID - 10.1016/j.cortex.2022.03.025 [doi] PST - ppublish SO - Cortex. 2022 Aug;153:126-142. doi: 10.1016/j.cortex.2022.03.025. Epub 2022 May 6. PMID- 35302897 OWN - NLM STAT- MEDLINE DCOM- 20220413 LR - 20221025 IS - 1558-9129 (Electronic) IS - 0161-1461 (Print) IS - 0161-1461 (Linking) VI - 53 IP - 2 DP - 2022 Apr 11 TI - Online Training Modules for Teaching Assessment Skills to Graduate Student Clinicians. PG - 417-430 LID - 10.1044/2021_LSHSS-21-00068 [doi] AB - PURPOSE: Assessment is a crucial skill for speech-language pathologists, who rely on standardized tests to identify characteristics of speech, language, hearing, literacy, and related skill sets. Training in assessment administration is an integral part of graduate education that lays the foundation for appropriate use of these tools. Teaching students to administer standardized assessments is time intensive, can vary depending on student learning pace, and involves both general and test-specific knowledge. The current pilot study investigated the effectiveness of researcher-developed and scalable online training modules for beginning and advanced graduate students for knowledge and self-efficacy outcomes. METHOD: Graduate students (n = 61) across four cohorts (two beginning and two advanced) were trained using online, asynchronous assessment training modules. The modules addressed the administration of standardized assessments using written tutorials, video demonstrations, and quizzes. Students completed pre- and posttests on knowledge and self-efficacy for administering and scoring the trained assessments before and after the online training modules. RESULTS: We found significant pretest to posttest gains in specific assessment-related knowledge for beginning and advanced groups. Following completion of the training modules, beginning graduate students demonstrated increased self-efficacy for general assessment principles, whereas advanced graduate students started and remained high in self-efficacy at posttest. CONCLUSIONS: Using researcher-developed online training modules, both beginning and advanced graduate students improved knowledge for assessment skills. These training modules can be used as a model for developing teaching materials across a range of assessments and related topics that are scalable in the context of remote teaching and learning. FAU - Radville, Katharine M AU - Radville KM AD - MGH Institute of Health Professions, Boston, MA. FAU - Larrivee, Emilie C AU - Larrivee EC AD - MGH Institute of Health Professions, Boston, MA. FAU - Baron, Lauren S AU - Baron LS AUID- ORCID: 0000-0002-4068-6479 AD - MGH Institute of Health Professions, Boston, MA. FAU - Kelley-Nazzaro, Patricia AU - Kelley-Nazzaro P AD - MGH Institute of Health Professions, Boston, MA. FAU - Christodoulou, Joanna A AU - Christodoulou JA AUID- ORCID: 0000-0001-8167-8021 AD - MGH Institute of Health Professions, Boston, MA. LA - eng PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't DEP - 20220318 PL - United States TA - Lang Speech Hear Serv Sch JT - Language, speech, and hearing services in schools JID - 0323431 SB - IM MH - Clinical Competence MH - *Curriculum MH - Humans MH - *Learning MH - Pilot Projects MH - Students MH - Teaching PMC - PMC9549974 EDAT- 2022/03/19 06:00 MHDA- 2022/04/14 06:00 CRDT- 2022/03/18 17:15 PHST- 2022/03/19 06:00 [pubmed] PHST- 2022/04/14 06:00 [medline] PHST- 2022/03/18 17:15 [entrez] AID - 23814764000300140072 [pii] AID - 10.1044/2021_LSHSS-21-00068 [doi] PST - ppublish SO - Lang Speech Hear Serv Sch. 2022 Apr 11;53(2):417-430. doi: 10.1044/2021_LSHSS-21-00068. Epub 2022 Mar 18. PMID- 34806979 OWN - NLM STAT- MEDLINE DCOM- 20220328 LR - 20220328 IS - 1950-6945 (Electronic) IS - 1294-9361 (Linking) VI - 24 IP - 1 DP - 2022 Feb 1 TI - Knowledge gaps for functional outcomes after multilobar resective and disconnective pediatric epilepsy surgery: Conference Proceedings of the Patient-Centered Stakeholder Meeting 2019. PG - 50-66 LID - 10.1684/epd.2021.1373 [doi] AB - For children with medication-resistant epilepsy who undergo multilobar or hemispheric surgery, the goal of achieving seizure freedom is met with a variety of potential functional consequences, both favorable and unfavorable. However, there is a paucity of literature that comprehensively addresses the cognitive, medical, behavioral, orthopedic, and sensory outcomes across the lifespan following large epilepsy surgeries in childhood, leaving all stakeholders underinformed with regard to counseling and expectations. Through collaboration between clinicians, researchers, and patient/caregiver stakeholders, the "Functional Impacts of Large Resective or Disconnective Pediatric Epilepsy Surgery: Identifying Gaps and Setting PCOR Priorities" meeting was convened on July 18, 2019, to identify gaps in knowledge and inform various patient-centered research initiatives. Clinicians and researchers with content expertise presented the best available data in each functional domain which is summarized here. As a result of the meeting, the top three consensus priorities included research focused on postoperative: (1) hydrocephalus; (2) mental health issues; and (3) literacy and other educational outcomes. The proceedings of this meeting mark the first time research on functional outcomes after resective and disconnective pediatric epilepsy surgery has been codified and shared among multidisciplinary stakeholders. This joint initiative promotes continued collaboration in the field and ensures that advancements align with actual patient and family needs and experiences. Collaboration around common objectives will lead to better informed counseling around postoperative expectations and management for children undergoing epilepsy surgery. FAU - Jones, Monika AU - Jones M AD - The Brain Recovery Project: Childhood Epilepsy Surgery Foundation, Los Angeles, CA, USA. FAU - Harris, William B AU - Harris WB AD - John A. Burns School of Medicine, University of Hawaii, Honolulu, Hawaii, USA. FAU - Perry, M Scott AU - Perry MS AD - Jane and John Justin Neurosciences Center, Cook Children's Hospital, Fort Worth, TX, USA. FAU - Behrmann, Marlene AU - Behrmann M AD - Department of Psychology and Neuroscience Institute, Carnegie Mellon University, Pittsburgh, PA, USA. FAU - Christodoulou, Joanna AU - Christodoulou J AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA; Harvard Graduate School of Education, Cambridge, MA, USA; Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA. FAU - Fallah, Aria AU - Fallah A AD - Department of Neurosurgery and Pediatrics, University of California at Los Angeles, Los Angeles, CA, USA. FAU - Kolb, Bryan AU - Kolb B AD - Department of Neuroscience, University of Lethbridge, Lethbridge, AB, CA, USA. FAU - Musiek, Frank AU - Musiek F AD - Department of Speech, Language, and Hearing Sciences, University of Arizona, Tucson, AZ, USA. FAU - Paul, Lynn K AU - Paul LK AD - Division of the Humanities and Society Sciences, California Institute of Technology, Pasadena, CA, USA. FAU - Puka, Klajdi AU - Puka K AD - Department of Epidemiology and Biostatistics, University of Western Ontario, London, ON, CA, USA. FAU - Salorio, Cynthia AU - Salorio C AD - Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, USA, Department of Physical Medicine and Rehabilitation, Johns Hopkins University School of Medicine, Baltimore, MD, USA. FAU - Sankar, Raman AU - Sankar R AD - Department of Neurology, University of California at Los Angeles, Los Angeles, CA, USA. FAU - Smith, Mary Lou AU - Smith ML AD - Department of Psychology, University of Toronto, Mississauga, ON, CA, USA. FAU - Naduvil Valappil, Ahsan Moosa AU - Naduvil Valappil AM AD - Department of Neurology, Epilepsy Center, Neurological Institute, Cleveland Clinic, Cleveland, OH, USA. FAU - Walshaw, Patricia AU - Walshaw P AD - Department of Psychiatry, University of California at Los Angeles, Los Angeles, CA, USA. FAU - Weiner, Howard L AU - Weiner HL AD - Department of Neurosurgery, Baylor College of Medicine; Division of Pediatric Neurosurgery, Department of Surgery, Texas Children's Hospital, Houston, TX, USA. FAU - Woo, Raymond AU - Woo R AD - Department of Pediatric Orthopedic Surgery, Advent Health Medical Group, Orlando, FL, USA. FAU - Zeitler, Phillip AU - Zeitler P AD - Department of Pediatric Endocrinology, University of Colorado, Boulder, CO, USA. FAU - Abel, Taylor J AU - Abel TJ AD - Department of Neurological Surgery, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA. LA - eng PT - Congress PL - United States TA - Epileptic Disord JT - Epileptic disorders : international epilepsy journal with videotape JID - 100891853 SB - IM MH - Child MH - *Drug Resistant Epilepsy/surgery MH - Humans MH - Knowledge MH - *Neurosurgical Procedures/methods MH - Patient-Centered Care MH - Stakeholder Participation MH - Treatment Outcome OTO - NOTNLM OT - functional outcome OT - hemispherectomy OT - hemispherotomy OT - multi-lobar epilepsy surgery OT - pediatric epilepsy EDAT- 2021/11/23 06:00 MHDA- 2022/03/29 06:00 CRDT- 2021/11/22 12:15 PHST- 2021/11/23 06:00 [pubmed] PHST- 2022/03/29 06:00 [medline] PHST- 2021/11/22 12:15 [entrez] AID - epd.2021.1373 [pii] AID - 10.1684/epd.2021.1373 [doi] PST - ppublish SO - Epileptic Disord. 2022 Feb 1;24(1):50-66. doi: 10.1684/epd.2021.1373. PMID- 34690863 OWN - NLM STAT- PubMed-not-MEDLINE LR - 20211026 IS - 1664-1078 (Print) IS - 1664-1078 (Electronic) IS - 1664-1078 (Linking) VI - 12 DP - 2021 TI - Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties. PG - 704821 LID - 10.3389/fpsyg.2021.704821 [doi] LID - 704821 AB - Knowledge of the relations among learners' socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8-13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogs for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach's alpha = 0.76-0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners. CI - Copyright © 2021 Pollack, Wilmot, Centanni, Halverson, Frosch, D'Mello, Romeo, Imhof, Capella, Wade, Al Dahhan, Gabrieli and Christodoulou. FAU - Pollack, Courtney AU - Pollack C AD - Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States. FAU - Wilmot, Dayna AU - Wilmot D AD - Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States. FAU - Centanni, Tracy M AU - Centanni TM AD - Department of Psychology, Texas Christian University, Fort Worth, TX, United States. FAU - Halverson, Kelly AU - Halverson K AD - Department of Clinical Psychology, University of Houston, Houston, TX, United States. FAU - Frosch, Isabelle AU - Frosch I AD - Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States. FAU - D'Mello, Anila M AU - D'Mello AM AD - Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States. FAU - Romeo, Rachel R AU - Romeo RR AD - Department of Psychology, Harvard University, Cambridge, MA, United States. FAU - Imhof, Andrea AU - Imhof A AD - Department of Clinical Psychology, University of Oregon, Eugene, OR, United States. FAU - Capella, Jimmy AU - Capella J AD - Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States. FAU - Wade, Karolina AU - Wade K AD - Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States. FAU - Al Dahhan, Noor Z AU - Al Dahhan NZ AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, United States. FAU - Gabrieli, John D E AU - Gabrieli JDE AD - Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States. AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, United States. LA - eng PT - Journal Article DEP - 20211007 PL - Switzerland TA - Front Psychol JT - Frontiers in psychology JID - 101550902 PMC - PMC8528962 OTO - NOTNLM OT - anxiety OT - competence OT - learning difficulties OT - mathematics OT - motivation OT - reading COIS- The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. EDAT- 2021/10/26 06:00 MHDA- 2021/10/26 06:01 CRDT- 2021/10/25 06:24 PHST- 2021/05/03 00:00 [received] PHST- 2021/08/27 00:00 [accepted] PHST- 2021/10/25 06:24 [entrez] PHST- 2021/10/26 06:00 [pubmed] PHST- 2021/10/26 06:01 [medline] AID - 10.3389/fpsyg.2021.704821 [doi] PST - epublish SO - Front Psychol. 2021 Oct 7;12:704821. doi: 10.3389/fpsyg.2021.704821. eCollection 2021. PMID- 34004523 OWN - NLM STAT- MEDLINE DCOM- 20210629 LR - 20210629 IS - 1525-5069 (Electronic) IS - 1525-5050 (Linking) VI - 121 IP - Pt A DP - 2021 Aug TI - Literacy-related skills among children after left or right hemispherectomy. PG - 107995 LID - S1525-5050(21)00229-8 [pii] LID - 10.1016/j.yebeh.2021.107995 [doi] AB - OBJECTIVE: Following hemispherectomy surgery, children's educational outcomes are of great importance but are understudied. The study goal was to investigate reading, language, and nonverbal cognitive skills in children obligatorily relying on a left versus right hemisphere using a cross-sectional design. METHODS: Participants (ages 6-18) who had undergone left hemispherectomy (LH; n = 10) or right hemispherectomy (RH; n = 14) completed standardized measures of reading, language, and nonverbal cognition. RESULTS: LH and RH groups were balanced for socioeconomic status, sex, and age. Both groups scored below the population mean across standardized measures (RH: -0.79 to -1.95 SDs; LH: -0.97 to -2.32 SDs). Compared to the LH group, the group retaining a functional left hemisphere (RH group) learned to read sooner (p = .011) despite no significant differences for surgery age, and scored higher on untimed real word and pseudoword reading measures (p < .05). Effect sizes were medium (r = 0.34-0.46) for the LH and RH comparison on measures of phonological awareness and both untimed and timed word and pseudoword reading. In examining the association between clinical variables and reading-related outcomes, younger age of post-hemispherectomy reading acquisition and shorter duration between seizure onset and hemispherectomy surgery were associated with higher standardized reading and language test scores (p < .05). SIGNIFICANCE: Investigations of psychoeducational skills in reading, language, and nonverbal cognition among children who have undergone hemispherectomy can offer important insights into compensatory potential for left and right hemispheres as well as inform educational programming for children following medical stabilization. CI - Copyright © 2021 The Authors. Published by Elsevier Inc. All rights reserved. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - MGH Institute of Health Professions (MGH IHP), Department of Communication Sciences and Disorders, 36 First Avenue, Boston, MA 02129, USA. Electronic address: jchristodoulou@mghihp.edu. FAU - Halverson, Kelly AU - Halverson K AD - MGH Institute of Health Professions (MGH IHP), Department of Communication Sciences and Disorders, 36 First Avenue, Boston, MA 02129, USA; University of Houston, Department of Psychology, 3695 Cullen Boulevard, Houston, TX 77204, USA. FAU - Meegoda, Olivia AU - Meegoda O AD - MGH Institute of Health Professions (MGH IHP), Department of Communication Sciences and Disorders, 36 First Avenue, Boston, MA 02129, USA. FAU - Beckius, Heather AU - Beckius H AD - MGH Institute of Health Professions (MGH IHP), Department of Communication Sciences and Disorders, 36 First Avenue, Boston, MA 02129, USA. FAU - Moser, Sarah AU - Moser S AD - MGH Institute of Health Professions (MGH IHP), Department of Communication Sciences and Disorders, 36 First Avenue, Boston, MA 02129, USA. FAU - Imhof, Andrea AU - Imhof A AD - MGH Institute of Health Professions (MGH IHP), Department of Communication Sciences and Disorders, 36 First Avenue, Boston, MA 02129, USA. FAU - Maguire, Amy AU - Maguire A AD - MGH Institute of Health Professions (MGH IHP), Department of Communication Sciences and Disorders, 36 First Avenue, Boston, MA 02129, USA. LA - eng PT - Journal Article PT - Research Support, Non-U.S. Gov't DEP - 20210515 PL - United States TA - Epilepsy Behav JT - Epilepsy & behavior : E&B JID - 100892858 SB - IM MH - Adolescent MH - Child MH - Cross-Sectional Studies MH - Functional Laterality MH - *Hemispherectomy MH - Humans MH - Literacy MH - Reading OTO - NOTNLM OT - Functional outcomes OT - Literacy OT - Pediatric epilepsy COIS- Declaration of Competing Interest Joanna Christodoulou has served as an unpaid Scientific Advisory Board Member for The Brain Recovery Project, and travel/study funds supporting data collection were provided to Joanna Christodoulou, Kelly Halverson, Olivia Meegoda, and Heather Beckius by BRP. The remaining authors have no conflicts of interest. EDAT- 2021/05/19 06:00 MHDA- 2021/06/30 06:00 CRDT- 2021/05/18 20:35 PHST- 2020/11/23 00:00 [received] PHST- 2021/04/09 00:00 [revised] PHST- 2021/04/14 00:00 [accepted] PHST- 2021/05/19 06:00 [pubmed] PHST- 2021/06/30 06:00 [medline] PHST- 2021/05/18 20:35 [entrez] AID - S1525-5050(21)00229-8 [pii] AID - 10.1016/j.yebeh.2021.107995 [doi] PST - ppublish SO - Epilepsy Behav. 2021 Aug;121(Pt A):107995. doi: 10.1016/j.yebeh.2021.107995. Epub 2021 May 15. PMID- 32688288 OWN - NLM STAT- PubMed-not-MEDLINE LR - 20210903 IS - 1090-2155 (Electronic) IS - 0093-934X (Print) IS - 0093-934X (Linking) VI - 208 DP - 2020 Sep TI - Cerebellar contributions to rapid semantic processing in reading. PG - 104828 LID - S0093-934X(20)30087-0 [pii] LID - 10.1016/j.bandl.2020.104828 [doi] FAU - D'Mello, Anila M AU - D'Mello AM AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, 46-4033 Cambridge, MA 02139, USA. Electronic address: admello@mit.edu. FAU - Centanni, Tracy M AU - Centanni TM AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, 46-4033 Cambridge, MA 02139, USA; Department of Psychology, Texas Christian University, 2800 South University Drive, Fort Worth, TX 76129, USA. Electronic address: t.m.centanni@tcu.edu. FAU - Gabrieli, John D E AU - Gabrieli JDE AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, 46-4033 Cambridge, MA 02139, USA; Harvard Graduate School of Education, 14 Appian Way, Cambridge, MA 02138, USA. Electronic address: gabrieli@mit.edu. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, 46-4033 Cambridge, MA 02139, USA; MGH Institute of Health Professions, Department of Communication Sciences and Disorders, 36 First Avenue, Boston, MA 02129, USA; Harvard Graduate School of Education, 14 Appian Way, Cambridge, MA 02138, USA. Electronic address: jchristo@mit.edu. LA - eng GR - F32 MH117933/MH/NIMH NIH HHS/United States GR - UL1 RR025758/RR/NCRR NIH HHS/United States PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't PT - Research Support, U.S. Gov't, Non-P.H.S. DEP - 20200717 PL - Netherlands TA - Brain Lang JT - Brain and language JID - 7506220 SB - IM PMC - PMC7501994 MID - NIHMS1614620 EDAT- 2020/07/21 06:00 MHDA- 2020/07/21 06:01 CRDT- 2020/07/21 06:00 PHST- 2019/05/15 00:00 [received] PHST- 2020/06/18 00:00 [revised] PHST- 2020/06/23 00:00 [accepted] PHST- 2020/07/21 06:00 [pubmed] PHST- 2020/07/21 06:01 [medline] PHST- 2020/07/21 06:00 [entrez] AID - S0093-934X(20)30087-0 [pii] AID - 10.1016/j.bandl.2020.104828 [doi] PST - ppublish SO - Brain Lang. 2020 Sep;208:104828. doi: 10.1016/j.bandl.2020.104828. Epub 2020 Jul 17. PMID- 28848461 OWN - NLM STAT- PubMed-not-MEDLINE LR - 20200929 IS - 1664-1078 (Print) IS - 1664-1078 (Electronic) IS - 1664-1078 (Linking) VI - 8 DP - 2017 TI - Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. PG - 1314 LID - 10.3389/fpsyg.2017.01314 [doi] LID - 1314 AB - Neuromyths are misconceptions about brain research and its application to education and learning. Previous research has shown that these myths may be quite pervasive among educators, but less is known about how these rates compare to the general public or to individuals who have more exposure to neuroscience. This study is the first to use a large sample from the United States to compare the prevalence and predictors of neuromyths among educators, the general public, and individuals with high neuroscience exposure. Neuromyth survey responses and demographics were gathered via an online survey hosted at TestMyBrain.org. We compared performance among the three groups of interest: educators (N = 598), high neuroscience exposure (N = 234), and the general public (N = 3,045) and analyzed predictors of individual differences in neuromyths performance. In an exploratory factor analysis, we found that a core group of 7 "classic" neuromyths factored together (items related to learning styles, dyslexia, the Mozart effect, the impact of sugar on attention, right-brain/left-brain learners, and using 10% of the brain). The general public endorsed the greatest number of neuromyths (M = 68%), with significantly fewer endorsed by educators (M = 56%), and still fewer endorsed by the high neuroscience exposure group (M = 46%). The two most commonly endorsed neuromyths across all groups were related to learning styles and dyslexia. More accurate performance on neuromyths was predicted by age (being younger), education (having a graduate degree), exposure to neuroscience courses, and exposure to peer-reviewed science. These findings suggest that training in education and neuroscience can help reduce but does not eliminate belief in neuromyths. We discuss the possible underlying roots of the most prevalent neuromyths and implications for classroom practice. These empirical results can be useful for developing comprehensive training modules for educators that target general misconceptions about the brain and learning. FAU - Macdonald, Kelly AU - Macdonald K AD - Department of Psychology, University of HoustonHouston, TX, United States. FAU - Germine, Laura AU - Germine L AD - Department of Psychiatry, McLean Hospital, Harvard Medical SchoolBelmont, MA, United States. FAU - Anderson, Alida AU - Anderson A AD - School of Education, American UniversityWashington, DC, United States. FAU - Christodoulou, Joanna AU - Christodoulou J AD - Communication Sciences and Disorders, MGH Institute of Health ProfessionsCharlestown, MA, United States. FAU - McGrath, Lauren M AU - McGrath LM AD - Department of Psychology, University of DenverDenver, CO, United States. LA - eng PT - Journal Article DEP - 20170810 PL - Switzerland TA - Front Psychol JT - Frontiers in psychology JID - 101550902 PMC - PMC5554523 OTO - NOTNLM OT - dyslexia OT - educational neuroscience OT - learning styles OT - neuromyths EDAT- 2017/08/30 06:00 MHDA- 2017/08/30 06:01 CRDT- 2017/08/30 06:00 PHST- 2017/03/24 00:00 [received] PHST- 2017/07/17 00:00 [accepted] PHST- 2017/08/30 06:00 [entrez] PHST- 2017/08/30 06:00 [pubmed] PHST- 2017/08/30 06:01 [medline] AID - 10.3389/fpsyg.2017.01314 [doi] PST - epublish SO - Front Psychol. 2017 Aug 10;8:1314. doi: 10.3389/fpsyg.2017.01314. eCollection 2017. PMID- 28591795 OWN - NLM STAT- MEDLINE DCOM- 20191007 LR - 20191007 IS - 1460-2199 (Electronic) IS - 1047-3211 (Print) IS - 1047-3211 (Linking) VI - 28 IP - 7 DP - 2018 Jul 1 TI - Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention. PG - 2297-2312 LID - 10.1093/cercor/bhx131 [doi] AB - Although reading disability (RD) and socioeconomic status (SES) are independently associated with variation in reading ability and brain structure/function, the joint influence of SES and RD on neuroanatomy and/or response to intervention is unknown. In total, 65 children with RD (ages 6-9) with diverse SES were assigned to an intensive, 6-week summer reading intervention (n = 40) or to a waiting-list control group (n = 25). Before and after, all children completed standardized reading assessments and magnetic resonance imaging to measure cortical thickness. At baseline, higher SES correlated with greater vocabulary and greater cortical thickness in bilateral perisylvian and supramarginal regions-especially in left pars opercularis. Within the intervention group, lower SES was associated with both greater reading improvement and greater cortical thickening across broad, bilateral occipitotemporal and temporoparietal regions following the intervention. Additionally, treatment responders (n = 20), compared with treatment nonresponders (n = 19), exhibited significantly greater cortical thickening within similar regions. The waiting control and nonresponder groups exhibited developmentally typical, nonsignificant cortical thinning during this time period. These findings indicate that effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home environments. FAU - Romeo, Rachel R AU - Romeo RR AD - Division of Medical Sciences, Harvard Medical School and Harvard University, Boston, MA, USA. AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA. AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA. AD - Harvard Graduate School of Education, Cambridge, MA, USA. FAU - Halverson, Kelly K AU - Halverson KK AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA. FAU - Murtagh, Jack AU - Murtagh J AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA. FAU - Cyr, Abigail B AU - Cyr AB AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA. FAU - Schimmel, Carly AU - Schimmel C AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA. FAU - Chang, Patricia AU - Chang P AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA. FAU - Hook, Pamela E AU - Hook PE AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA. FAU - Gabrieli, John D E AU - Gabrieli JDE AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA. AD - Harvard Graduate School of Education, Cambridge, MA, USA. AD - MIT Integrated Learning Initiative, Cambridge, MA, USA. LA - eng GR - F31 HD086957/HD/NICHD NIH HHS/United States GR - T32 DC000038/DC/NIDCD NIH HHS/United States PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't PL - United States TA - Cereb Cortex JT - Cerebral cortex (New York, N.Y. : 1991) JID - 9110718 RN - S88TT14065 (Oxygen) SB - IM MH - Cerebral Cortex/*diagnostic imaging MH - Child MH - Dyslexia/diagnostic imaging/*pathology/*rehabilitation MH - Female MH - Humans MH - Image Processing, Computer-Assisted MH - Magnetic Resonance Imaging MH - Male MH - Oxygen/blood MH - *Social Class MH - Speech Therapy/*methods MH - Time Factors MH - *Treatment Outcome PMC - PMC5998958 EDAT- 2017/06/08 06:00 MHDA- 2019/10/08 06:00 CRDT- 2017/06/08 06:00 PHST- 2016/10/12 00:00 [received] PHST- 2017/05/09 00:00 [accepted] PHST- 2017/06/08 06:00 [pubmed] PHST- 2019/10/08 06:00 [medline] PHST- 2017/06/08 06:00 [entrez] AID - 3862191 [pii] AID - bhx131 [pii] AID - 10.1093/cercor/bhx131 [doi] PST - ppublish SO - Cereb Cortex. 2018 Jul 1;28(7):2297-2312. doi: 10.1093/cercor/bhx131. PMID- 28009278 OWN - NLM STAT- MEDLINE DCOM- 20170726 LR - 20220316 IS - 1097-4199 (Electronic) IS - 0896-6273 (Print) IS - 0896-6273 (Linking) VI - 92 IP - 6 DP - 2016 Dec 21 TI - Dysfunction of Rapid Neural Adaptation in Dyslexia. PG - 1383-1397 LID - S0896-6273(16)30858-3 [pii] LID - 10.1016/j.neuron.2016.11.020 [doi] AB - Identification of specific neurophysiological dysfunctions resulting in selective reading difficulty (dyslexia) has remained elusive. In addition to impaired reading development, individuals with dyslexia frequently exhibit behavioral deficits in perceptual adaptation. Here, we assessed neurophysiological adaptation to stimulus repetition in adults and children with dyslexia for a wide variety of stimuli, spoken words, written words, visual objects, and faces. For every stimulus type, individuals with dyslexia exhibited significantly diminished neural adaptation compared to controls in stimulus-specific cortical areas. Better reading skills in adults and children with dyslexia were associated with greater repetition-induced neural adaptation. These results highlight a dysfunction of rapid neural adaptation as a core neurophysiological difference in dyslexia that may underlie impaired reading development. Reduced neurophysiological adaptation may relate to prior reports of reduced behavioral adaptation in dyslexia and may reveal a difference in brain functions that ultimately results in a specific reading impairment. CI - Copyright © 2016 Elsevier Inc. All rights reserved. FAU - Perrachione, Tyler K AU - Perrachione TK AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. Electronic address: tkp@bu.edu. FAU - Del Tufo, Stephanie N AU - Del Tufo SN AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. FAU - Winter, Rebecca AU - Winter R AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. FAU - Murtagh, Jack AU - Murtagh J AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. FAU - Cyr, Abigail AU - Cyr A AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. FAU - Chang, Patricia AU - Chang P AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. FAU - Halverson, Kelly AU - Halverson K AD - McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. FAU - Ghosh, Satrajit S AU - Ghosh SS AD - Research Laboratory of Electronics, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. FAU - Gabrieli, John D E AU - Gabrieli JDE AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. Electronic address: gabrieli@mit.edu. LA - eng GR - UL1 RR025758/RR/NCRR NIH HHS/United States PT - Journal Article PL - United States TA - Neuron JT - Neuron JID - 8809320 SB - IM MH - Adaptation, Physiological/*physiology MH - Adult MH - Auditory Perception/physiology MH - Brain/*physiopathology MH - Case-Control Studies MH - Dyslexia/*physiopathology MH - Female MH - Functional Neuroimaging MH - Humans MH - Magnetic Resonance Imaging MH - Male MH - Memory, Short-Term MH - Phonetics MH - Speech Perception/*physiology MH - Young Adult PMC - PMC5226639 MID - NIHMS839921 OTO - NOTNLM OT - adaptation OT - developmental disorder OT - dyslexia OT - human OT - language OT - neuroimaging OT - reading OT - repetition suppression OT - speech EDAT- 2016/12/24 06:00 MHDA- 2017/07/27 06:00 CRDT- 2016/12/24 06:00 PHST- 2016/04/01 00:00 [received] PHST- 2016/08/16 00:00 [revised] PHST- 2016/10/26 00:00 [accepted] PHST- 2016/12/24 06:00 [entrez] PHST- 2016/12/24 06:00 [pubmed] PHST- 2017/07/27 06:00 [medline] AID - S0896-6273(16)30858-3 [pii] AID - 10.1016/j.neuron.2016.11.020 [doi] PST - ppublish SO - Neuron. 2016 Dec 21;92(6):1383-1397. doi: 10.1016/j.neuron.2016.11.020. PMID- 27573872 OWN - NLM STAT- MEDLINE DCOM- 20170605 LR - 20170605 IS - 1528-1167 (Electronic) IS - 0013-9580 (Linking) VI - 57 IP - 10 DP - 2016 Oct TI - When left-hemisphere reading is compromised: Comparing reading ability in participants after left cerebral hemispherectomy and participants with developmental dyslexia. PG - 1602-1609 LID - 10.1111/epi.13507 [doi] AB - OBJECTIVE: We investigated reading skills in individuals who have undergone left cerebral hemispherectomy and in readers with developmental dyslexia to understand diverse characteristics contributing to reading difficulty. Although dyslexia is a developmental disorder, left hemispherectomy requires that patients (re)establish the language process needed to perform the language-based tasks in the nondominant (right) hemisphere to become readers. METHODS: Participants with developmental dyslexia (DD; n = 11) and participants who had undergone left hemispherectomy (HEMI; n = 11) were matched on age and gender, and were compared on timed and untimed measures of single word and pseudo-word reading. The hemispherectomy group was subdivided into prenatal (in utero) and postnatal (>3 years) insult groups, indicating the timing of the primary lesion that ultimately required surgical intervention. RESULTS: On an untimed reading measure, the readers with DD were comparable to individuals who had undergone left hemispherectomy due to prenatal insult, but both scored higher than the postnatal hemispherectomy group. Timed word reading differed across groups. The hemispherectomy prenatal subgroup had low average scores on both timed and untimed tests. The group with dyslexia had average scores on untimed measures and below average scores on timed reading. The hemispherectomy postnatal group had the lowest scores among the groups by a significant margin, and the most pronounced reading difficulty. SIGNIFICANCE: Patients with prenatal lesions leading to an isolated right hemisphere (RH) have the potential to develop reading to a degree comparable to that in persons with dyslexia for single word reading. This potential sharply diminishes in individuals who undergo hemispherectomy due to postnatal insult. The higher scores of the prenatal hemispherectomy group on timed reading suggest that under these conditions, individuals with an isolated RH can compensate to a significant degree. CI - Wiley Periodicals, Inc. © 2016 International League Against Epilepsy. FAU - Katzir, Tami AU - Katzir T AD - Department of Learning Disabilities, University of Haifa, Haifa, Israel. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, U.S.A. AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, U.S.A. FAU - de Bode, Stella AU - de Bode S AD - The Brain Recovery Project, Los Angeles, California, U.S.A.. sdebode@brainrecoveryproject.org. LA - eng PT - Journal Article DEP - 20160830 PL - United States TA - Epilepsia JT - Epilepsia JID - 2983306R RN - 0 (Anticonvulsants) SB - IM MH - Adolescent MH - Anticonvulsants/therapeutic use MH - Case-Control Studies MH - Child MH - Comprehension MH - Dyslexia/*physiopathology MH - Epilepsy/drug therapy/etiology MH - Female MH - Functional Laterality/*physiology MH - *Hemispherectomy MH - Humans MH - Language MH - Male MH - Postoperative Complications/*physiopathology MH - *Reading MH - Vocabulary MH - Young Adult OTO - NOTNLM OT - Dyslexia OT - Epilepsy OT - Hemispherectomy OT - Reading OT - Right hemisphere EDAT- 2016/08/31 06:00 MHDA- 2017/06/06 06:00 CRDT- 2016/08/31 06:00 PHST- 2016/07/26 00:00 [accepted] PHST- 2016/08/31 06:00 [pubmed] PHST- 2017/06/06 06:00 [medline] PHST- 2016/08/31 06:00 [entrez] AID - 10.1111/epi.13507 [doi] PST - ppublish SO - Epilepsia. 2016 Oct;57(10):1602-1609. doi: 10.1111/epi.13507. Epub 2016 Aug 30. PMID- 26949926 OWN - NLM STAT- MEDLINE DCOM- 20180215 LR - 20181202 IS - 1931-1559 (Electronic) IS - 0894-4105 (Linking) VI - 31 IP - 5 DP - 2017 Jul TI - Relation of white-matter microstructure to reading ability and disability in beginning readers. PG - 508-515 LID - 10.1037/neu0000243 [doi] AB - [Correction Notice: An Erratum for this article was reported in Vol 31(5) of Neuropsychology (see record 2017-22816-001). Errors in the dataset owing to two incorrect scores have skewed results. In the 2nd paragraph of the Results section, the 2nd sentence should read: "Within the typical reader group, FA in the left AF correlated negatively with pseudoword reading (WRMT-III Word Attack: rs = .37, p = .064), but not real-word reading (WRMT-III Word Identification: rs = .07, p = .75)." The 4th sentence of the 3rd paragraph should read: "The negative correlation between FA and Word Attack in the typical reader group was driven by Daxial (Dradial: rs = .19, p = .373, Daxial: rs = .38, p = .060)." The 2nd sentence of the 4th paragraph should read: "Results of this analysis replicated those of the larger reading disability group, with a statistically greater reduction of FA in this more severely affected group (p = .008) that was associated with a significant increase in Dradial (p = .008) and no difference in Daxial (p = .47)." In Table 1, for the typical reader group, the resulting values should read: age, 94.00 ± 7.66; KBIT-2-Matrices, 118.31 ± 15.24; WRMT-III-Word Identification, 119.00 ± 9.33; WRMT-III-Word Attack, 114.04 ± 9.31; and TOWRE-2-Sight Word Efficiency, 114.48 ± 8.07. For the reading disability group, the resulting values for age and TOWRE-2- Phonemic Decoding Efficiency should be 93.65 ± 7.81 and 81.76 ± 9.33, respectively. The p values for age and KBIT-2-Matrices should be .87 and .172, respectively. In Figure 3, the image for the typical reader group has been replaced. All versions of this article have been corrected.] Objective: We examined the white-matter microstructure of the left arcuate fasciculus, which has been associated with reading ability, in beginning readers with or without reading disability. METHOD: Groups were typically reading children (n = 26) or children with reading disability (n = 26), Ages 6-9, and equated on nonverbal cognitive abilities. Diffusion-weighted images were collected and TRACULA was used to extract fractional anisotropy measures from the left arcuate fasciculus. RESULTS: White-matter microstructure was altered in children with reading disability, who exhibited significantly reduced fractional anisotropy in the left arcuate fasciculus. Among typically reading children, lower fractional anisotropy of the left arcuate fasciculus was associated with superior pseudoword reading performance. Both the group differences and variation in reading scores among the children with reading disability were associated with radial diffusivity (but not axial diffusivity), whereas variation in reading scores among typically reading children was associated with axial diffusivity (but not radial diffusivity). CONCLUSIONS: The paradoxical findings that lower fractional anisotropy was associated both with reading disability and also with better phonological awareness in typical reading development suggest that there are different maturational trajectories of white-matter microstructure in typical readers and children with reading disability, and that this difference is unique to the beginning stages of reading acquisition. The finding that reading disability was associated with radial diffusivity, but that variation in ability among typically developing readers was associated with axial diffusivity, suggests that different neural mechanisms may be associated with reading development in children with or without reading disability. (PsycINFO Database Record CI - (c) 2017 APA, all rights reserved). FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology. FAU - Murtagh, Jack AU - Murtagh J AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology. FAU - Cyr, Abigail AU - Cyr A AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology. FAU - Perrachione, Tyler K AU - Perrachione TK AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology. FAU - Chang, Patricia AU - Chang P AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology. FAU - Halverson, Kelly AU - Halverson K AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology. FAU - Hook, Pamela AU - Hook P AD - Department of Communication Science and Disorders, MGH Institute of Health Professions. FAU - Yendiki, Anastasia AU - Yendiki A AD - Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital and Harvard Medical School. FAU - Ghosh, Satrajit AU - Ghosh S AUID- ORCID: 0000-0002-5312-6729 AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology. FAU - Gabrieli, John D E AU - Gabrieli JDE AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology. LA - eng PT - Journal Article DEP - 20160307 PL - United States TA - Neuropsychology JT - Neuropsychology JID - 8904467 SB - IM MH - Brain/growth & development MH - Child MH - *Child Development/physiology MH - Diffusion Magnetic Resonance Imaging MH - Dyslexia/diagnostic imaging/*pathology/physiopathology MH - Female MH - Humans MH - Male MH - *Reading MH - White Matter/*diagnostic imaging/*growth & development EDAT- 2016/03/08 06:00 MHDA- 2018/02/16 06:00 CRDT- 2016/03/08 06:00 PHST- 2016/03/08 06:00 [pubmed] PHST- 2018/02/16 06:00 [medline] PHST- 2016/03/08 06:00 [entrez] AID - 2016-11389-001 [pii] AID - 10.1037/neu0000243 [doi] PST - ppublish SO - Neuropsychology. 2017 Jul;31(5):508-515. doi: 10.1037/neu0000243. Epub 2016 Mar 7. PMID- 26712799 OWN - NLM STAT- MEDLINE DCOM- 20170904 LR - 20181127 IS - 1538-4780 (Electronic) IS - 0022-2194 (Linking) VI - 50 IP - 2 DP - 2017 Mar/Apr TI - Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School. PG - 115-127 LID - 10.1177/0022219415617163 [doi] AB - Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6-9) were randomly assigned to receive Lindamood-Bell's Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - 1 McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, USA. AD - 2 MGH Institute of Health Professions, Department of Communication Sciences and Disorders, Boston, MA, USA. AD - 3 Harvard Graduate School of Education, Cambridge, MA, USA. FAU - Cyr, Abigail AU - Cyr A AD - 1 McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, USA. FAU - Murtagh, Jack AU - Murtagh J AD - 1 McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, USA. FAU - Chang, Patricia AU - Chang P AD - 1 McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, USA. FAU - Lin, Jiayi AU - Lin J AD - 1 McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, USA. FAU - Guarino, Anthony J AU - Guarino AJ AD - 2 MGH Institute of Health Professions, Department of Communication Sciences and Disorders, Boston, MA, USA. FAU - Hook, Pamela AU - Hook P AD - 2 MGH Institute of Health Professions, Department of Communication Sciences and Disorders, Boston, MA, USA. FAU - Gabrieli, John D E AU - Gabrieli JD AD - 1 McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, USA. AD - 3 Harvard Graduate School of Education, Cambridge, MA, USA. LA - eng PT - Journal Article PT - Research Support, Non-U.S. Gov't DEP - 20160804 PL - United States TA - J Learn Disabil JT - Journal of learning disabilities JID - 0157312 SB - IM MH - Attention Deficit Disorder with Hyperactivity/*rehabilitation MH - Child MH - Dyslexia/*rehabilitation MH - Education, Special/*methods MH - Female MH - Humans MH - Male MH - *Reading OTO - NOTNLM OT - dyslexia OT - early identification/intervention OT - elementary OT - treatment EDAT- 2015/12/30 06:00 MHDA- 2017/09/05 06:00 CRDT- 2015/12/30 06:00 PHST- 2015/12/30 06:00 [pubmed] PHST- 2017/09/05 06:00 [medline] PHST- 2015/12/30 06:00 [entrez] AID - 0022219415617163 [pii] AID - 10.1177/0022219415617163 [doi] PST - ppublish SO - J Learn Disabil. 2017 Mar/Apr;50(2):115-127. doi: 10.1177/0022219415617163. Epub 2016 Aug 4. PMID- 25858773 OWN - NLM STAT- MEDLINE DCOM- 20150427 LR - 20220408 IS - 1531-8249 (Electronic) IS - 0364-5134 (Print) IS - 0364-5134 (Linking) VI - 77 IP - 3 DP - 2015 Mar TI - Physiological consequences of abnormal connectivity in a developmental epilepsy. PG - 487-503 LID - 10.1002/ana.24343 [doi] AB - OBJECTIVE: Many forms of epilepsy are associated with aberrant neuronal connections, but the relationship between such pathological connectivity and the underlying physiological predisposition to seizures is unclear. We sought to characterize the cortical excitability profile of a developmental form of epilepsy known to have structural and functional connectivity abnormalities. METHODS: We employed transcranial magnetic stimulation (TMS) with simultaneous electroencephalographic (EEG) recording in 8 patients with epilepsy from periventricular nodular heterotopia and matched healthy controls. We used connectivity imaging findings to guide TMS targeting and compared the evoked responses to single-pulse stimulation from different cortical regions. RESULTS: Heterotopia patients with active epilepsy demonstrated a relatively augmented late cortical response that was greater than that of matched controls. This abnormality was specific to cortical regions with connectivity to subcortical heterotopic gray matter. Topographic mapping of the late response differences showed distributed cortical networks that were not limited to the stimulation site, and source analysis in 1 subject revealed that the generator of abnormal TMS-evoked activity overlapped with the spike and seizure onset zone. INTERPRETATION: Our findings indicate that patients with epilepsy from gray matter heterotopia have altered cortical physiology consistent with hyperexcitability, and that this abnormality is specifically linked to the presence of aberrant connectivity. These results support the idea that TMS-EEG could be a useful biomarker in epilepsy in gray matter heterotopia, expand our understanding of circuit mechanisms of epileptogenesis, and have potential implications for therapeutic neuromodulation in similar epileptic conditions associated with deep lesions. CI - © 2015 American Neurological Association. FAU - Shafi, Mouhsin M AU - Shafi MM AD - Berenson-Allen Center for Noninvasive Brain Stimulation, Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA; Comprehensive Epilepsy Center, Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA. FAU - Vernet, Marine AU - Vernet M FAU - Klooster, Debby AU - Klooster D FAU - Chu, Catherine J AU - Chu CJ FAU - Boric, Katica AU - Boric K FAU - Barnard, Mollie E AU - Barnard ME FAU - Romatoski, Kelsey AU - Romatoski K FAU - Westover, M Brandon AU - Westover MB FAU - Christodoulou, Joanna A AU - Christodoulou JA FAU - Gabrieli, John D E AU - Gabrieli JD FAU - Whitfield-Gabrieli, Susan AU - Whitfield-Gabrieli S FAU - Pascual-Leone, Alvaro AU - Pascual-Leone A FAU - Chang, Bernard S AU - Chang BS LA - eng GR - KL2 TR001100/TR/NCATS NIH HHS/United States GR - R21 NS085491/NS/NINDS NIH HHS/United States GR - 5K12NS066225/NS/NINDS NIH HHS/United States GR - R21 HD07616/HD/NICHD NIH HHS/United States GR - K23 NS092923/NS/NINDS NIH HHS/United States GR - R21 NS082870/NS/NINDS NIH HHS/United States GR - R01 NS073601/NS/NINDS NIH HHS/United States GR - K12 NS066225/NS/NINDS NIH HHS/United States GR - R21 MH099196/MH/NIMH NIH HHS/United States GR - R01 HD069776/HD/NICHD NIH HHS/United States GR - R21 HD077616/HD/NICHD NIH HHS/United States GR - UL1 RR025758/RR/NCRR NIH HHS/United States PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't DEP - 20150129 PL - United States TA - Ann Neurol JT - Annals of neurology JID - 7707449 SB - IM MH - Adult MH - Brain/pathology/*physiopathology MH - Cerebral Cortex/pathology/*physiopathology MH - Electroencephalography/*methods MH - Epilepsy/etiology/pathology/*physiopathology MH - Female MH - Humans MH - Magnetic Resonance Imaging MH - Male MH - Nerve Net/pathology/*physiopathology MH - Periventricular Nodular Heterotopia/complications/pathology/*physiopathology MH - Transcranial Magnetic Stimulation/*methods MH - Young Adult PMC - PMC4394240 MID - NIHMS652594 EDAT- 2015/04/11 06:00 MHDA- 2015/04/29 06:00 CRDT- 2015/04/11 06:00 PHST- 2014/09/02 00:00 [received] PHST- 2014/11/26 00:00 [revised] PHST- 2014/12/07 00:00 [accepted] PHST- 2015/04/11 06:00 [entrez] PHST- 2015/04/11 06:00 [pubmed] PHST- 2015/04/29 06:00 [medline] AID - 10.1002/ana.24343 [doi] PST - ppublish SO - Ann Neurol. 2015 Mar;77(3):487-503. doi: 10.1002/ana.24343. Epub 2015 Jan 29. PMID- 25806009 OWN - NLM STAT- PubMed-not-MEDLINE DCOM- 20150325 LR - 20200930 IS - 1664-1078 (Print) IS - 1664-1078 (Electronic) IS - 1664-1078 (Linking) VI - 6 DP - 2015 TI - A meta-analysis of functional reading systems in typically developing and struggling readers across different alphabetic languages. PG - 191 LID - 10.3389/fpsyg.2015.00191 [doi] LID - 191 AB - Functional neuroimaging research has identified multiple brain regions supporting reading-related activity in typical and atypical readers across different alphabetic languages. Previous meta-analyses performed on these functional magnetic resonance imaging findings typically report significant between-group contrasts comparing typical readers and readers with reading difficulty or a clinical diagnosis of developmental dyslexia. In order to advance our understanding of cross-linguistic convergence of reading-related brain activations for these reader groups, analyses using activation likelihood estimation were carried out separately for typical and atypical readers who ranged from children to adults. Contrasts were analyzed for tasks involving rhyming or reading of letter or word stimuli presented visually in English, Dutch, Italian, German, French, or Norwegian. Typical readers showed reliable activation in only left lateralized regions, including the inferior frontal area, precentral area and middle temporal gyrus. Atypical readers also showed activation in the left inferior frontal area and precentral region, in addition to significant activations in the right hemisphere, including the superior, medial and inferior frontal regions, lingual gyrus and the inferior occipital area. These results distinguish between typical and atypical reader group activations, showing common and distinct regions of activation when engaged in reading-related activities, extending previous meta-analyses on identifying brain regions relevant to reading to include cross-linguistic analyses for alphabetic scripts. Results support the universality of a signature pattern of brain activation in developmental dyslexia across alphabetic languages. FAU - Pollack, Courtney AU - Pollack C AD - Harvard Graduate School of Education Cambridge, MA, USA. FAU - Luk, Gigi AU - Luk G AD - Harvard Graduate School of Education Cambridge, MA, USA. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - MGH Institute of Health Professions Boston, MA, USA. LA - eng PT - Journal Article DEP - 20150310 PL - Switzerland TA - Front Psychol JT - Frontiers in psychology JID - 101550902 PMC - PMC4354279 OTO - NOTNLM OT - ALE meta-analysis OT - alphabetic languages OT - reading development OT - struggling readers OT - typical readers EDAT- 2015/03/26 06:00 MHDA- 2015/03/26 06:01 CRDT- 2015/03/26 06:00 PHST- 2014/04/28 00:00 [received] PHST- 2015/02/05 00:00 [accepted] PHST- 2015/03/26 06:00 [entrez] PHST- 2015/03/26 06:00 [pubmed] PHST- 2015/03/26 06:01 [medline] AID - 10.3389/fpsyg.2015.00191 [doi] PST - epublish SO - Front Psychol. 2015 Mar 10;6:191. doi: 10.3389/fpsyg.2015.00191. eCollection 2015. PMID- 25058010 OWN - NLM STAT- MEDLINE DCOM- 20150421 LR - 20211021 IS - 1932-6203 (Electronic) IS - 1932-6203 (Linking) VI - 9 IP - 7 DP - 2014 TI - Brain bases of reading fluency in typical reading and impaired fluency in dyslexia. PG - e100552 LID - 10.1371/journal.pone.0100552 [doi] LID - e100552 AB - Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic adult readers, using sentences presented in a word-by-word format in which single words were presented sequentially at fixed rates. Sentences were presented at slow, medium, and fast rates, and participants were asked to decide whether each sentence did or did not make sense semantically. As presentation rates increased, participants became less accurate and slower at making judgments, with comprehension accuracy decreasing disproportionately for dyslexic readers. In-scanner performance on the sentence task correlated significantly with standardized clinical measures of both reading fluency and phonological awareness. Both typical readers and readers with dyslexia exhibited widespread, bilateral increases in activation that corresponded to increases in presentation rate. Typical readers exhibited significantly larger gains in activation as a function of faster presentation rates than readers with dyslexia in several areas, including left prefrontal and left superior temporal regions associated with semantic retrieval and semantic and phonological representations. Group differences were more extensive when behavioral differences between conditions were equated across groups. These findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a failure of brain regions involved in semantic retrieval and semantic and phonological representations to become fully engaged for comprehension at rapid reading rates. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America; MGH Institute of Health Professions, Boston, Massachusetts, United States of America; Harvard Graduate School of Education, Cambridge, Massachusetts, United States of America. FAU - Del Tufo, Stephanie N AU - Del Tufo SN AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America. FAU - Lymberis, John AU - Lymberis J AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America. FAU - Saxler, Patricia K AU - Saxler PK AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America; Harvard Graduate School of Education, Cambridge, Massachusetts, United States of America. FAU - Ghosh, Satrajit S AU - Ghosh SS AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America. FAU - Triantafyllou, Christina AU - Triantafyllou C AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America; Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America. FAU - Whitfield-Gabrieli, Susan AU - Whitfield-Gabrieli S AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America; Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America. FAU - Gabrieli, John D E AU - Gabrieli JD AD - McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America; Harvard Graduate School of Education, Cambridge, Massachusetts, United States of America; Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America. LA - eng GR - UL1 RR025758/RR/NCRR NIH HHS/United States PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't DEP - 20140724 PL - United States TA - PLoS One JT - PloS one JID - 101285081 SB - IM MH - Adolescent MH - Adult MH - Brain Mapping MH - Comprehension/physiology MH - Dyslexia/pathology/*physiopathology MH - Female MH - Humans MH - Image Processing, Computer-Assisted MH - Magnetic Resonance Imaging MH - Male MH - *Pattern Recognition, Visual MH - Prefrontal Cortex/pathology/*physiopathology MH - Reaction Time MH - *Reading MH - Semantics MH - Temporal Lobe/pathology/*physiopathology PMC - PMC4109933 COIS- Competing Interests: The authors have declared that no competing interests exist. EDAT- 2014/07/25 06:00 MHDA- 2015/04/22 06:00 CRDT- 2014/07/25 06:00 PHST- 2013/09/24 00:00 [received] PHST- 2014/05/28 00:00 [accepted] PHST- 2014/07/25 06:00 [entrez] PHST- 2014/07/25 06:00 [pubmed] PHST- 2015/04/22 06:00 [medline] AID - PONE-D-13-39276 [pii] AID - 10.1371/journal.pone.0100552 [doi] PST - epublish SO - PLoS One. 2014 Jul 24;9(7):e100552. doi: 10.1371/journal.pone.0100552. eCollection 2014. PMID- 24338429 OWN - NLM STAT- MEDLINE DCOM- 20141110 LR - 20140318 IS - 1934-7243 (Electronic) IS - 0736-9387 (Linking) VI - 64 IP - 1 DP - 2014 Apr TI - Auditory temporal structure processing in dyslexia: processing of prosodic phrase boundaries is not impaired in children with dyslexia. PG - 77-90 LID - 10.1007/s11881-013-0087-7 [doi] AB - Reading disability in children with dyslexia has been proposed to reflect impairment in auditory timing perception. We investigated one aspect of timing perception--temporal grouping--as present in prosodic phrase boundaries of natural speech, in age-matched groups of children, ages 6-8 years, with and without dyslexia. Prosodic phrase boundaries are characterized by temporal grouping of functionally related speech elements and can facilitate syntactic processing of speech. For example, temporary syntactic ambiguities, such as early-closure structures, are processed faster when prosodic phrase boundaries are present. We examined children's prosodic facilitation by measuring their efficiency of sentence processing for temporary syntactic ambiguities spoken with (facilitating) versus without (neutral) prosodic phrase boundaries. Both groups of children benefited similarly from prosodic facilitation, displaying faster reaction times in facilitating compared to neutral prosody. These findings indicate that the use of prosodic phrase boundaries for speech processing is not impaired in children with dyslexia. FAU - Geiser, Eveline AU - Geiser E AD - McGovern Institute, Massachusetts Institute of Technology, Cambridge, MA, USA, egeiser@mit.edu. FAU - Kjelgaard, Margaret AU - Kjelgaard M FAU - Christodoulou, Joanna A AU - Christodoulou JA FAU - Cyr, Abigail AU - Cyr A FAU - Gabrieli, John D E AU - Gabrieli JD LA - eng PT - Journal Article PT - Research Support, Non-U.S. Gov't DEP - 20131214 PL - United States TA - Ann Dyslexia JT - Annals of dyslexia JID - 8406611 SB - IM MH - Auditory Perception/physiology MH - Case-Control Studies MH - Child MH - Dyslexia/*physiopathology MH - Female MH - Humans MH - Male MH - Speech Perception/*physiology MH - Time Perception/*physiology EDAT- 2013/12/18 06:00 MHDA- 2014/11/11 06:00 CRDT- 2013/12/17 06:00 PHST- 2013/06/24 00:00 [received] PHST- 2013/10/01 00:00 [accepted] PHST- 2013/12/17 06:00 [entrez] PHST- 2013/12/18 06:00 [pubmed] PHST- 2014/11/11 06:00 [medline] AID - 10.1007/s11881-013-0087-7 [doi] PST - ppublish SO - Ann Dyslexia. 2014 Apr;64(1):77-90. doi: 10.1007/s11881-013-0087-7. Epub 2013 Dec 14. PMID- 24090774 OWN - NLM STAT- MEDLINE DCOM- 20140522 LR - 20211021 IS - 1525-5069 (Electronic) IS - 1525-5050 (Print) IS - 1525-5050 (Linking) VI - 29 IP - 2 DP - 2013 Nov TI - Integration of gray matter nodules into functional cortical circuits in periventricular heterotopia. PG - 400-6 LID - S1525-5050(13)00433-2 [pii] LID - 10.1016/j.yebeh.2013.08.028 [doi] AB - Alterations in neuronal circuitry are recognized as an important substrate of many neurological disorders, including epilepsy. Patients with the developmental brain malformation of periventricular nodular heterotopia (PNH) often have both seizures and dyslexia, and there is evidence to suggest that aberrant neuronal connectivity underlies both of these clinical features. We used task-based functional MRI (fMRI) to determine whether heterotopic nodules of gray matter in this condition are integrated into functional cortical circuits. Blood oxygenation level-dependent (BOLD) fMRI was acquired in eight participants with PNH during the performance of reading-related tasks. Evidence of neural activation within heterotopic gray matter was identified, and regions of cortical coactivation were then mapped systematically. Findings were correlated with resting-state functional connectivity results and with performance on the fMRI reading-related tasks. Six participants (75%) demonstrated activation within at least one region of gray matter heterotopia. Cortical areas directly overlying the heterotopia were usually coactivated (60%), as were areas known to have functional connectivity to the heterotopia in the task-free resting state (73%). Six of seven (86%) primary task contrasts resulted in heterotopia activation in at least one participant. Activation was most commonly seen during rapid naming of visual stimuli, a characteristic impairment in this patient population. Our findings represent a systematic demonstration that heterotopic gray matter can be metabolically coactivated in a neuronal migration disorder associated with epilepsy and dyslexia. Gray matter nodules were most commonly coactivated with the anatomically overlying cortex and other regions with resting-state connectivity to heterotopia. These results have broader implications for understanding the network pathogenesis of both seizures and reading disabilities. CI - © 2013. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, USA. FAU - Barnard, Mollie E AU - Barnard ME FAU - Del Tufo, Stephanie N AU - Del Tufo SN FAU - Katzir, Tami AU - Katzir T FAU - Whitfield-Gabrieli, Susan AU - Whitfield-Gabrieli S FAU - Gabrieli, John D E AU - Gabrieli JD FAU - Chang, Bernard S AU - Chang BS LA - eng GR - R01 NS073601/NS/NINDS NIH HHS/United States PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't DEP - 20131003 PL - United States TA - Epilepsy Behav JT - Epilepsy & behavior : E&B JID - 100892858 RN - S88TT14065 (Oxygen) SB - IM MH - Adult MH - Analysis of Variance MH - Cerebral Cortex/blood supply/*pathology MH - Female MH - Humans MH - Image Processing, Computer-Assisted MH - Leukoencephalopathies/*etiology MH - Magnetic Resonance Imaging MH - Male MH - Nerve Net/blood supply/*pathology MH - Neuropsychological Tests MH - Oxygen/blood MH - Periventricular Nodular Heterotopia/*complications/*pathology MH - Phonetics MH - Reading MH - Young Adult PMC - PMC3844926 MID - NIHMS530181 OTO - NOTNLM OT - Connectivity OT - Dyslexia OT - Epilepsy OT - Malformation OT - Migration EDAT- 2013/10/05 06:00 MHDA- 2014/05/23 06:00 CRDT- 2013/10/05 06:00 PHST- 2013/07/30 00:00 [received] PHST- 2013/08/27 00:00 [accepted] PHST- 2013/10/05 06:00 [entrez] PHST- 2013/10/05 06:00 [pubmed] PHST- 2014/05/23 06:00 [medline] AID - S1525-5050(13)00433-2 [pii] AID - 10.1016/j.yebeh.2013.08.028 [doi] PST - ppublish SO - Epilepsy Behav. 2013 Nov;29(2):400-6. doi: 10.1016/j.yebeh.2013.08.028. Epub 2013 Oct 3. PMID- 23825653 OWN - NLM STAT- MEDLINE DCOM- 20140207 LR - 20211021 IS - 1932-6203 (Electronic) IS - 1932-6203 (Linking) VI - 8 IP - 6 DP - 2013 TI - Atypical balance between occipital and fronto-parietal activation for visual shape extraction in dyslexia. PG - e67331 LID - 10.1371/journal.pone.0067331 [doi] LID - e67331 AB - Reading requires the extraction of letter shapes from a complex background of text, and an impairment in visual shape extraction would cause difficulty in reading. To investigate the neural mechanisms of visual shape extraction in dyslexia, we used functional magnetic resonance imaging (fMRI) to examine brain activation while adults with or without dyslexia responded to the change of an arrow's direction in a complex, relative to a simple, visual background. In comparison to adults with typical reading ability, adults with dyslexia exhibited opposite patterns of atypical activation: decreased activation in occipital visual areas associated with visual perception, and increased activation in frontal and parietal regions associated with visual attention. These findings indicate that dyslexia involves atypical brain organization for fundamental processes of visual shape extraction even when reading is not involved. Overengagement in higher-order association cortices, required to compensate for underengagment in lower-order visual cortices, may result in competition for top-down attentional resources helpful for fluent reading. FAU - Zhang, Ying AU - Zhang Y AD - Department of Brain and Cognitive Sciences, McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, United States of America. yzhang00@mit.edu FAU - Whitfield-Gabrieli, Susan AU - Whitfield-Gabrieli S FAU - Christodoulou, Joanna A AU - Christodoulou JA FAU - Gabrieli, John D E AU - Gabrieli JD LA - eng GR - F32 EY014750/EY/NEI NIH HHS/United States GR - UL1 RR025758/RR/NCRR NIH HHS/United States GR - UL1RR025758/RR/NCRR NIH HHS/United States GR - F32EY014750-01/EY/NEI NIH HHS/United States PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't DEP - 20130625 PL - United States TA - PLoS One JT - PloS one JID - 101285081 SB - IM MH - Adult MH - Attention/physiology MH - Behavior/physiology MH - Dyslexia/*physiopathology MH - Female MH - Frontal Lobe/*physiopathology MH - Humans MH - Male MH - Occipital Lobe/*physiopathology MH - Parietal Lobe/*physiopathology MH - Visual Perception/*physiology MH - Young Adult PMC - PMC3692444 COIS- Competing Interests: The authors have declared that no competing interests exist. EDAT- 2013/07/05 06:00 MHDA- 2014/02/08 06:00 CRDT- 2013/07/05 06:00 PHST- 2012/07/20 00:00 [received] PHST- 2013/05/21 00:00 [accepted] PHST- 2013/07/05 06:00 [entrez] PHST- 2013/07/05 06:00 [pubmed] PHST- 2014/02/08 06:00 [medline] AID - PONE-D-12-27140 [pii] AID - 10.1371/journal.pone.0067331 [doi] PST - epublish SO - PLoS One. 2013 Jun 25;8(6):e67331. doi: 10.1371/journal.pone.0067331. Print 2013. PMID- 26168472 OWN - NLM STAT- PubMed-not-MEDLINE DCOM- 20150715 LR - 20220331 IS - 1745-6916 (Print) IS - 1745-6916 (Linking) VI - 7 IP - 4 DP - 2012 Jul TI - Rest Is Not Idleness: Implications of the Brain's Default Mode for Human Development and Education. PG - 352-64 LID - 10.1177/1745691612447308 [doi] AB - When people wakefully rest in the functional MRI scanner, their minds wander, and they engage a so-called default mode (DM) of neural processing that is relatively suppressed when attention is focused on the outside world. Accruing evidence suggests that DM brain systems activated during rest are also important for active, internally focused psychosocial mental processing, for example, when recalling personal memories, imagining the future, and feeling social emotions with moral connotations. Here the authors review evidence for the DM and relations to psychological functioning, including associations with mental health and cognitive abilities like reading comprehension and divergent thinking. This article calls for research into the dimensions of internally focused thought, ranging from free-form daydreaming and off-line consolidation to intensive, effortful abstract thinking, especially with socioemotional relevance. It is argued that the development of some socioemotional skills may be vulnerable to disruption by environmental distraction, for example, from certain educational practices or overuse of social media. The authors hypothesize that high environmental attention demands may bias youngsters to focus on the concrete, physical, and immediate aspects of social situations and self, which may be more compatible with external attention. They coin the term constructive internal reflection and advocate educational practices that promote effective balance between external attention and internal reflection. CI - © The Author(s) 2012. FAU - Immordino-Yang, Mary Helen AU - Immordino-Yang MH AD - Brain and Creativity Institute, University of Southern California, Los Angeles Rossier School of Education, University of Southern California, Los Angeles immordin@usc.edu. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA. FAU - Singh, Vanessa AU - Singh V AD - Brain and Creativity Institute, University of Southern California, Los Angeles. LA - eng PT - Journal Article PL - United States TA - Perspect Psychol Sci JT - Perspectives on psychological science : a journal of the Association for Psychological Science JID - 101274347 OTO - NOTNLM OT - memory OT - prosocial emotion OT - reflection EDAT- 2012/07/01 00:00 MHDA- 2012/07/01 00:01 CRDT- 2015/07/14 06:00 PHST- 2015/07/14 06:00 [entrez] PHST- 2012/07/01 00:00 [pubmed] PHST- 2012/07/01 00:01 [medline] AID - 7/4/352 [pii] AID - 10.1177/1745691612447308 [doi] PST - ppublish SO - Perspect Psychol Sci. 2012 Jul;7(4):352-64. doi: 10.1177/1745691612447308. PMID- 22524972 OWN - NLM STAT- MEDLINE DCOM- 20120809 LR - 20220408 IS - 1528-1167 (Electronic) IS - 0013-9580 (Print) IS - 0013-9580 (Linking) VI - 53 IP - 6 DP - 2012 Jun TI - Abnormal structural and functional brain connectivity in gray matter heterotopia. PG - 1024-32 LID - 10.1111/j.1528-1167.2012.03466.x [doi] AB - PURPOSE: Periventricular nodular heterotopia (PNH) is a malformation of cortical development associated with epilepsy and dyslexia. Evidence suggests that heterotopic gray matter can be functional in brain malformations and that connectivity abnormalities may be important in these disorders. We hypothesized that nodular heterotopia develop abnormal connections and systematically investigated the structural and functional connectivity of heterotopia in patients with PNH. METHODS: Eleven patients were studied using diffusion tensor tractography and resting-state functional connectivity MRI with bold oxygenation level-dependent (BOLD) imaging. Fiber tracks with a terminus within heterotopic nodules were visualized to determine structural connectivity, and brain regions demonstrating resting-state functional correlations to heterotopic nodules were analyzed. Relationships between these connectivity results and measures of clinical epilepsy and cognitive disability were examined. KEY FINDINGS: A majority of heterotopia (69%) showed structural connectivity to discrete regions of overlying cortex, and almost all (96%) showed functional connectivity to these regions (mean peak correlation coefficient 0.61). Heterotopia also demonstrated connectivity to regions of contralateral cortex, other heterotopic nodules, ipsilateral but nonoverlying cortex, and deep gray matter structures or the cerebellum. Patients with the longest durations of epilepsy had a higher degree of abnormal functional connectivity (p = 0.036). SIGNIFICANCE: Most heterotopic nodules in PNH are structurally and functionally connected to overlying cortex, and the strength of abnormal connectivity is higher among patients with the longest duration of epilepsy. Along with prior evidence that cortico-cortical tract defects underlie dyslexia in this disorder, the current findings suggest that altered connectivity is likely a critical substrate for neurologic dysfunction in brain malformations. CI - Wiley Periodicals, Inc. © 2012 International League Against Epilepsy. FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA. FAU - Walker, Linsey M AU - Walker LM FAU - Del Tufo, Stephanie N AU - Del Tufo SN FAU - Katzir, Tami AU - Katzir T FAU - Gabrieli, John D E AU - Gabrieli JD FAU - Whitfield-Gabrieli, Susan AU - Whitfield-Gabrieli S FAU - Chang, Bernard S AU - Chang BS LA - eng GR - K23 NS049159/NS/NINDS NIH HHS/United States GR - K23 NS049159-01/NS/NINDS NIH HHS/United States GR - R01 NS073601/NS/NINDS NIH HHS/United States GR - R01 NS073601-02/NS/NINDS NIH HHS/United States PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't DEP - 20120423 PL - United States TA - Epilepsia JT - Epilepsia JID - 2983306R RN - S88TT14065 (Oxygen) SB - IM MH - Adult MH - Aged MH - Brain/blood supply/*pathology MH - Cognition Disorders/diagnosis/*etiology MH - Electroencephalography MH - Epilepsy/diagnosis/*etiology MH - Female MH - Humans MH - Image Processing, Computer-Assisted MH - Magnetic Resonance Imaging MH - Male MH - Middle Aged MH - Neuropsychological Tests MH - Oxygen/blood MH - Periventricular Nodular Heterotopia/*complications/*pathology MH - Young Adult PMC - PMC3370071 MID - NIHMS362821 COIS- Disclosures None of the authors has any conflict of interest to disclose. We confirm that we have read the Journal’s position on issues involved in ethical publication and affirm that this report is consistent with those guidelines. EDAT- 2012/04/25 06:00 MHDA- 2012/08/10 06:00 CRDT- 2012/04/25 06:00 PHST- 2012/04/25 06:00 [entrez] PHST- 2012/04/25 06:00 [pubmed] PHST- 2012/08/10 06:00 [medline] AID - 10.1111/j.1528-1167.2012.03466.x [doi] PST - ppublish SO - Epilepsia. 2012 Jun;53(6):1024-32. doi: 10.1111/j.1528-1167.2012.03466.x. Epub 2012 Apr 23. PMID- 22007090 OWN - NLM STAT- MEDLINE DCOM- 20120217 LR - 20111018 IS - 1545-7230 (Electronic) IS - 1042-9670 (Linking) VI - 35 IP - 5 DP - 2011 Fall TI - Promoting interdisciplinary collaboration: trainees addressing siloed medical education. PG - 317-21 LID - 10.1176/appi.ap.35.5.317 [doi] AB - OBJECTIVE: Professional siloing within medical institutions has been identified as a problem in medical education, including resident training. The authors discuss how trainees from different disciplines can collaborate to address this problem. METHOD: A group of trainees from psychiatry, developmental medicine, neurology, and education came together to develop a community of practice (CoP) to promote interdisciplinary collaboration. RESULTS: A key outcome was the development of a seminar including speakers and attendees (N=20 to 35) from psychiatry, developmental medicine, neurology, and education. The CoP, developed in 2008, continues to grow and develop through their seminar, which fosters institution-wide interdisciplinary collaboration. CONCLUSION: In an attempt to break down interdisciplinary silos, a CoP and interdisciplinary seminar were created. Trainee organizers benefited from an educational context that embodied adult-learning theory and promoted lifelong learning. The unique seminar that was created continues to promote a community sense of learning and practice. Outcome measures are currently being used to objectively measure these efforts. FAU - Kitts, Robert Li AU - Kitts RL AD - Dept. of Psychiatry, Children's Hospital, Boston, MA, USA. robert.kitts@childrens.harvard.edu FAU - Christodoulou, Joanna AU - Christodoulou J FAU - Goldman, Stuart AU - Goldman S LA - eng PT - Journal Article PL - United States TA - Acad Psychiatry JT - Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry JID - 8917200 SB - IM MH - *Cooperative Behavior MH - Education, Medical/*methods/standards MH - Human Development MH - Humans MH - Neurology/education MH - *Patient Care Team MH - Psychiatry/education EDAT- 2011/10/19 06:00 MHDA- 2012/02/18 06:00 CRDT- 2011/10/19 06:00 PHST- 2011/10/19 06:00 [entrez] PHST- 2011/10/19 06:00 [pubmed] PHST- 2012/02/18 06:00 [medline] AID - 35/5/317 [pii] AID - 10.1176/appi.ap.35.5.317 [doi] PST - ppublish SO - Acad Psychiatry. 2011 Fall;35(5):317-21. doi: 10.1176/appi.ap.35.5.317. PMID- 21693783 OWN - NLM STAT- MEDLINE DCOM- 20121012 LR - 20211020 IS - 1460-2199 (Electronic) IS - 1047-3211 (Print) IS - 1047-3211 (Linking) VI - 22 IP - 4 DP - 2012 Apr TI - Brain basis of phonological awareness for spoken language in children and its disruption in dyslexia. PG - 754-64 LID - 10.1093/cercor/bhr094 [doi] AB - Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magnetic resonance imaging to identify the neural correlates of phonological awareness using an auditory word-rhyming task in children who were typical readers or who had dyslexia (ages 7-13) and a younger group of kindergarteners (ages 5-6). Typically developing children, but not children with dyslexia, recruited left dorsolateral prefrontal cortex (DLPFC) when making explicit phonological judgments. Kindergarteners, who were matched to the older children with dyslexia on standardized tests of phonological awareness, also recruited left DLPFC. Left DLPFC may play a critical role in the development of phonological awareness for spoken language critical for reading and in the etiology of dyslexia. FAU - Kovelman, Ioulia AU - Kovelman I AD - Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA. kovelman@umich.edu FAU - Norton, Elizabeth S AU - Norton ES FAU - Christodoulou, Joanna A AU - Christodoulou JA FAU - Gaab, Nadine AU - Gaab N FAU - Lieberman, Daniel A AU - Lieberman DA FAU - Triantafyllou, Christina AU - Triantafyllou C FAU - Wolf, Maryanne AU - Wolf M FAU - Whitfield-Gabrieli, Susan AU - Whitfield-Gabrieli S FAU - Gabrieli, John D E AU - Gabrieli JD LA - eng GR - R01 HD067312/HD/NICHD NIH HHS/United States PT - Journal Article PT - Research Support, Non-U.S. Gov't DEP - 20110621 PL - United States TA - Cereb Cortex JT - Cerebral cortex (New York, N.Y. : 1991) JID - 9110718 RN - S88TT14065 (Oxygen) SB - IM MH - Acoustic Stimulation MH - Adolescent MH - Analysis of Variance MH - Articulation Disorders/*etiology/pathology MH - Awareness/*physiology MH - Brain/blood supply/*pathology MH - *Brain Mapping MH - Case-Control Studies MH - Child MH - Child, Preschool MH - *Developmental Disabilities/pathology/physiopathology MH - *Dyslexia/complications/pathology/psychology MH - Female MH - Humans MH - Image Processing, Computer-Assisted MH - Magnetic Resonance Imaging/methods MH - Male MH - Oxygen/blood MH - *Phonetics MH - Psychoacoustics MH - Reaction Time MH - Reading MH - Vocabulary PMC - PMC4498147 EDAT- 2011/06/23 06:00 MHDA- 2012/10/13 06:00 CRDT- 2011/06/23 06:00 PHST- 2011/06/23 06:00 [entrez] PHST- 2011/06/23 06:00 [pubmed] PHST- 2012/10/13 06:00 [medline] AID - bhr094 [pii] AID - 10.1093/cercor/bhr094 [doi] PST - ppublish SO - Cereb Cortex. 2012 Apr;22(4):754-64. doi: 10.1093/cercor/bhr094. Epub 2011 Jun 21. PMID- 20621657 OWN - NLM STAT- MEDLINE DCOM- 20110104 LR - 20211020 IS - 1095-9572 (Electronic) IS - 1053-8119 (Print) IS - 1053-8119 (Linking) VI - 53 IP - 1 DP - 2010 Oct 15 TI - Evaluating the validity of volume-based and surface-based brain image registration for developmental cognitive neuroscience studies in children 4 to 11 years of age. PG - 85-93 LID - 10.1016/j.neuroimage.2010.05.075 [doi] AB - Understanding the neurophysiology of human cognitive development relies on methods that enable accurate comparison of structural and functional neuroimaging data across brains from people of different ages. A fundamental question is whether the substantial brain growth and related changes in brain morphology that occur in early childhood permit valid comparisons of brain structure and function across ages. Here we investigated whether valid comparisons can be made in children from ages 4 to 11, and whether there are differences in the use of volume-based versus surface-based registration approaches for aligning structural landmarks across these ages. Regions corresponding to the calcarine sulcus, central sulcus, and Sylvian fissure in both the hemispheres were manually labeled on T1-weighted structural magnetic resonance images from 31 children ranging in age from 4.2 to 11.2years old. Quantitative measures of shape similarity and volumetric-overlap of these manually labeled regions were calculated when brains were aligned using a 12-parameter affine transform, SPM's nonlinear normalization, a diffeomorphic registration (ANTS), and FreeSurfer's surface-based registration. Registration error for normalization into a common reference framework across participants in this age range was lower than commonly used functional imaging resolutions. Surface-based registration provided significantly better alignment of cortical landmarks than volume-based registration. In addition, registering children's brains to a common space does not result in an age-associated bias between older and younger children, making it feasible to accurately compare structural properties and patterns of brain activation in children from ages 4 to 11. CI - Copyright 2010 Elsevier Inc. All rights reserved. FAU - Ghosh, Satrajit S AU - Ghosh SS AD - Research Laboratory of Electronics, Massachusetts Institute of Technology, Cambridge, MA, USA. satra@mit.edu FAU - Kakunoori, Sita AU - Kakunoori S FAU - Augustinack, Jean AU - Augustinack J FAU - Nieto-Castanon, Alfonso AU - Nieto-Castanon A FAU - Kovelman, Ioulia AU - Kovelman I FAU - Gaab, Nadine AU - Gaab N FAU - Christodoulou, Joanna A AU - Christodoulou JA FAU - Triantafyllou, Christina AU - Triantafyllou C FAU - Gabrieli, John D E AU - Gabrieli JD FAU - Fischl, Bruce AU - Fischl B LA - eng GR - R01 NS052585-01/NS/NINDS NIH HHS/United States GR - AG02238/AG/NIA NIH HHS/United States GR - U54 EB005149/EB/NIBIB NIH HHS/United States GR - P41 RR014075/RR/NCRR NIH HHS/United States GR - R01 NS052585/NS/NINDS NIH HHS/United States GR - P41-RR1407/RR/NCRR NIH HHS/United States GR - R01 EB006758/EB/NIBIB NIH HHS/United States GR - U24 RR021382/RR/NCRR NIH HHS/United States GR - R03 EB008673/EB/NIBIB NIH HHS/United States GR - R01EB006758/EB/NIBIB NIH HHS/United States GR - R03EB008673/EB/NIBIB NIH HHS/United States PT - Evaluation Study PT - Journal Article PT - Research Support, N.I.H., Extramural PT - Research Support, Non-U.S. Gov't PT - Validation Study DEP - 20100604 PL - United States TA - Neuroimage JT - NeuroImage JID - 9215515 SB - IM MH - Aging/*pathology MH - *Algorithms MH - Brain/*anatomy & histology/*growth & development MH - Child, Preschool MH - Cognition/physiology MH - Female MH - Humans MH - Image Enhancement/methods MH - Image Interpretation, Computer-Assisted/*methods MH - Imaging, Three-Dimensional/*methods MH - Male MH - Neurosciences/methods MH - Reproducibility of Results MH - Sensitivity and Specificity MH - *Subtraction Technique PMC - PMC2914629 MID - NIHMS212559 EDAT- 2010/07/14 06:00 MHDA- 2011/01/05 06:00 CRDT- 2010/07/13 06:00 PHST- 2010/03/25 00:00 [received] PHST- 2010/05/11 00:00 [revised] PHST- 2010/05/27 00:00 [accepted] PHST- 2010/07/13 06:00 [entrez] PHST- 2010/07/14 06:00 [pubmed] PHST- 2011/01/05 06:00 [medline] AID - S1053-8119(10)00827-X [pii] AID - 10.1016/j.neuroimage.2010.05.075 [doi] PST - ppublish SO - Neuroimage. 2010 Oct 15;53(1):85-93. doi: 10.1016/j.neuroimage.2010.05.075. Epub 2010 Jun 4. PMID- 19684560 OWN - NLM STAT- MEDLINE DCOM- 20091014 LR - 20211020 IS - 1940-087X (Electronic) IS - 1940-087X (Linking) IP - 29 DP - 2009 Jul 30 TI - Making MR imaging child's play - pediatric neuroimaging protocol, guidelines and procedure. LID - 1309 [pii] LID - 10.3791/1309 [doi] AB - Within the last decade there has been an increase in the use of structural and functional magnetic resonance imaging (fMRI) to investigate the neural basis of human perception, cognition and behavior. Moreover, this non-invasive imaging method has grown into a tool for clinicians and researchers to explore typical and atypical brain development. Although advances in neuroimaging tools and techniques are apparent, (f)MRI in young pediatric populations remains relatively infrequent. Practical as well as technical challenges when imaging children present clinicians and research teams with a unique set of problems. To name just a few, the child participants are challenged by a need for motivation, alertness and cooperation. Anxiety may be an additional factor to be addressed. Researchers or clinicians need to consider time constraints, movement restriction, scanner background noise and unfamiliarity with the MR scanner environment. A progressive use of functional and structural neuroimaging in younger age groups, however, could further add to our understanding of brain development. As an example, several research groups are currently working towards early detection of developmental disorders, potentially even before children present associated behavioral characteristics. Various strategies and techniques have been reported as a means to ensure comfort and cooperation of young children during neuroimaging sessions. Play therapy, behavioral approaches and simulation, the use of mock scanner areas, basic relaxation and a combination of these techniques have all been shown to improve the participant's compliance and thus MRI data quality. Even more importantly, these strategies have proven to increase the comfort of families and children involved. One of the main advances of such techniques for the clinical practice is the possibility of avoiding sedation or general anesthesia (GA) as a way to manage children's compliance during MR imaging sessions. In the current video report, we present a pediatric neuroimaging protocol with guidelines and procedures that have proven to be successful to date in young children. FAU - Raschle, Nora M AU - Raschle NM AD - Department of Developmental Medicine, Children's Hospital Boston, USA. FAU - Lee, Michelle AU - Lee M FAU - Buechler, Roman AU - Buechler R FAU - Christodoulou, Joanna A AU - Christodoulou JA FAU - Chang, Maria AU - Chang M FAU - Vakil, Monica AU - Vakil M FAU - Stering, Patrice L AU - Stering PL FAU - Gaab, Nadine AU - Gaab N LA - eng GR - R01 HD065762/HD/NICHD NIH HHS/United States PT - Journal Article PT - Research Support, Non-U.S. Gov't PT - Video-Audio Media DEP - 20090730 PL - United States TA - J Vis Exp JT - Journal of visualized experiments : JoVE JID - 101313252 SB - IM MH - Brain/anatomy & histology/growth & development/*physiology MH - Child MH - Child, Preschool MH - Humans MH - Magnetic Resonance Imaging/*methods MH - Pediatrics/*methods PMC - PMC3148936 EDAT- 2009/08/18 09:00 MHDA- 2009/10/15 06:00 CRDT- 2009/08/18 09:00 PHST- 2009/08/18 09:00 [entrez] PHST- 2009/08/18 09:00 [pubmed] PHST- 2009/10/15 06:00 [medline] AID - 1309 [pii] AID - 10.3791/1309 [doi] PST - epublish SO - J Vis Exp. 2009 Jul 30;(29):1309. doi: 10.3791/1309. PMID- 18644589 OWN - NLM STAT- MEDLINE DCOM- 20090604 LR - 20210907 IS - 0010-9452 (Print) IS - 0010-9452 (Linking) VI - 45 IP - 4 DP - 2009 Apr TI - Using and misusing neuroscience in education-related research. PG - 555-7 LID - 10.1016/j.cortex.2008.06.004 [doi] FAU - Christodoulou, Joanna A AU - Christodoulou JA AD - Harvard University, Graduate School of Education, Cambridge, MA 02138, United States. christjo@gse.harvard.edu FAU - Gaab, Nadine AU - Gaab N LA - eng PT - Journal Article DEP - 20080611 PL - Italy TA - Cortex JT - Cortex; a journal devoted to the study of the nervous system and behavior JID - 0100725 SB - IM MH - Brain/*physiology MH - Education/*methods MH - Humans MH - Learning/*physiology MH - *Models, Educational MH - Models, Neurological MH - *Neurosciences EDAT- 2008/07/23 09:00 MHDA- 2009/06/06 09:00 CRDT- 2008/07/23 09:00 PHST- 2008/04/01 00:00 [received] PHST- 2008/05/20 00:00 [revised] PHST- 2008/06/02 00:00 [accepted] PHST- 2008/07/23 09:00 [pubmed] PHST- 2009/06/06 09:00 [medline] PHST- 2008/07/23 09:00 [entrez] AID - S0010-9452(08)00161-5 [pii] AID - 10.1016/j.cortex.2008.06.004 [doi] PST - ppublish SO - Cortex. 2009 Apr;45(4):555-7. doi: 10.1016/j.cortex.2008.06.004. Epub 2008 Jun 11.